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List of Projects 22922with World Bank Support

EDUCAT'AQ'NTHE W 'RL BANK

September 1999

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Table of Contents

The World Bank, Latin America, and Early Childhood Development .... 1....

ECD PROGRAMSArgentina: Maternal and Child Health and Nutrition Project ..... ...... 4Argentina: Maternal and Child Health and Nutrition Project .... ....... 7Bolivia: Integrated Child Development ........................... 10Brazil: Innovations in Basic Education ............................ 13Brazil: Municipal Development in the State of Parana ..... . .......... 16Brazil: Municipal Development in the State of Rio Grande Do Sul ....... 18Chile: Primary Education Improvement Project* ECD HIGHLIGHT-Chile experiments with different

preschool service models ............................. I....... 20Colombia: Community Child Care and Nutrition Project ............. 24Ecuador: First Social Development Project (Education and Training) ...... 26Ecuador: Third Social Development Project (Social Investment Fund) ..... 29El Salvador: Social Sector Rehabilitation Projectv ECD HIGHLIGHT-El Salvador rebuilds services for theyoung ........ 31El Salvador: Basic Education and Modernization Project .............. 35Mexico: Initial Development ProjectM ECD HIGHLIGHT-Mexico, community educators work with parents . . .37Nicaragua Basic Education Project .............................. 42Panama: Basic Education Project ................................ 45Paraguay: Maternal Health and Child Development Project ........... 49Trinidad and Tobago: Basic Education Project* ECD HIGHLIGHT-Trinidad and Tobago expands its teacher

training programs ......................................... 52Uruguay: Basic Education Quality Improvement Project .............. 56Venezuela: Social Development Project* ECD HIGHLIGHT-Venezuela addresses childrens health and

education needs ........................................... 59

iii

The World Bank, Latin America,and Early Childhood Development

In recent years the World Bank-currently the largest single funding source foreducation and health programs in the world-has put new emphasis on reach-ing children in the years before they enter school. For according to a growingbody of evidence, children provided with a healthful and stimulating start inlife emerge far better equipped to rise out of poverty. Early interventionincreases poor children's intellectual, social, and physical capacity. And instrengthening individual ability, it increases countries' reserves of human capi-tal and boosts economic growth for years to come.

Education is demonstrably one of the best economic investments a country canmake. A 1966 survey covering ninety-eight countries found enrollment rates tobe a key predictor of future economic growth (Barro 1991). A comparison ofenrollment rates in different Brazilian states in 1970 and 1980 found that oneadditional year of education per worker increased real output by 20 percent(Lau and others 1970). As for the effect of preschool, more recent analyses ofthe Brazilian data found that two years of preschool resulted, on average, inone additional year of overall educational attainment and a 20 percent hike inper capita income (PPV 1996 and IPEA 1999).

Yet despite the acknowledged benefits to be gained from investing in educa-tion, schooling in Latin America has failed to keep pace with the populationand economic development. In the 1950s Latin Americans averaged 2.4 yearsof education-1.6 years fewer than the 4.0 years attained by people living insimilar economies at the time. In the 1970s, most Latin American countries(particularly the Southern Cone) expanded their education systems to meettheir economies' growing demands. Yet despite a strong regional effort, at thebeginning of the 1980s Latin Americans averaged only 4.0 years of educa-tion-2.5 years less per person than their counterparts' 6.5 years of averageschooling.

Today it is estimated that the average Latin American worker needs 7.0 years ofschooling to support current levels of economic development in the region.While the education shortfall in most of Latin America is 2.0 years per worker,moreover, in Mexico and Brazil, the region's most developed economies, it is

1

The Education GapLatin America Compared with International Patterns

Rest of South America

@ 0.8- -Mexico and Central America

0.6

Brazil

1950 1955 1960 1965 1970 1975 1980 1985 1990 1995

Source: Londono 1996

closer to 3.0 years per worker. If the region's economies are to strengthen andgrow, moreover, they will need ever more skilled an educated workers in thefuture (Figure 1).

Recognizing the importance of closing the education gap and the efficacy ofearly intervention, many countries in Latin America have initiated programs topromote the Early Childhood Education approach. This directory containsjoint Latin America-World Bank projects, both freestanding programs andcomponents of larger projects, targeted to preschool-aged children. Taken as awhole, these efforts have delivered services to young children, educated care-givers, and informed and persuaded thousands of Latin Americans about theprocesses and benefits of early intervention.

The Early Childhood Development Directory for Latin America and theCaribbean is intended to provide useful information on programs for youngchildren currendy funded by the World Bank. This regional edition containsnew projects recendy approved and updates on projects already in operation.

2

Projects are listed in alphabetical order. Each description includes the ECDproject or project components:* Overall objectives* Basic data (dares, cost, region, target population, participating agencies, pro-

ject manager)* Policy context* Interim goals and strategies to obtain them* Expected and documented benefits

This directory benefited from the contributions of task managers implement-ing the projects. Ongoing project lending data are provided by Nandita Tan-nan (HDNVP).

For information about these projects on-line, see the ABC ofJECD website:http://www.worldbank.org/children. Your comments and suggestions areimportant to us. Please send them to [email protected]

Mary Eming Young, M.D., DR.P.H.

Early Childhood DevelopmentKnowledge Coordinator

3

ARGENTINA

Maternal and Child Health and Nutrition Project

v To improve the health and nutrition ofpoor mothers and children

Status Active

Duration 1994 to 2000

Borrower Argentine Republic

Total Project Cost US$160 million

World Bank funding $100 million (of which ECD: $10.5million)

Targeted groups Poor city children, aged 2-5, and pregnantand nursing women in six participatingprovinces

World Bank Project Manager Don Winkler, Lead Specialist, Education

Early Childhood DevelopmentIn order to further the mental and social development of children aged 2 to 5,the project adds food supplements, nutritious meals, and intellectually stimu-lating activities to existing pre-school feeding programs and kindergartens.With these relatively inexpensive additions, the project is helping to transformcustodial care services into "Child Development Centers," which offer a varietyof services designed to stimulate children's physical, mental, and social growth.

The project pays mothers a small stipend to take over, under the supervision ofstaff, some child-care duties at the centers. In many cases, this division of laborallows teachers to develop new educational activities while mothers care for thechildren and promote the new program within the community. The projecttrains staff, teachers, and those mothers in charge of childcare centers in themanagement and implementation of social programs. For its part, for every tenchild-development centers the municipality provides one education technician,who distributes the educational materials and toys needed for young children'sdevelopment activities.

4

Maternal and Child Health and NutritionThe project sets up mechanisms to convey information to low-income mothersabout prenatal care, breast-feeding, infant feeding, diet, hygiene, family plan-ning, and sexually transmitted disease. It funds training for health personnel,the development of printed materials on nutrition and health, and informationcampaigns in the mass media. On a limited basis, it also provides funds toupgrade, equip, and expand existing health care facilities.

Institutional StrengtheningThe project finances training in the planning and long-term management ofECD programs for health officials at the provincial and municipal level. It alsofunds the creation and upkeep of the communications systems and databasesneeded to conduct studies of child development services and to establish andmaintain the social network and technical assistance resources required to con-vert school feeding programs into Child Development Centers.

Strategy o Work with the Argentine central gov-ernment to institute comprehensivecare for preschoolers in municipalitiesin six participating provinces

o Promote the quality and efficiency ofservices delivered under existing mater-nal, child health, nutrition and earlychildhood development programs

o Finance investment in early childhooddevelopment interventions

o Support government efforts to decen-tralize by shifting the management andfinancing of social services fromprovinces to municipalities.

o Establish criteria for evaluating earlychildhood development programs, andon the basis of these criteria

o Fund operating expenses associatedwith the delivery of health care, nutri-tion, and early childhood developmentservices to poor mothers and veryyoung children

5

Expected Benefits 3 Increase infant and child survival ratesc Improve maternal and child healtho Reduce the prevalence and severity of

most common diseasesc Promote child care that fosters intellec-

tual and social as well as physical devel-opment

C Initiate a process to improve the man-agement and operation of provincialand municipal health, nutrition, andeducation services for mothers andpreschool-aged children

Source: World Bank, July 1993, Staff Appraisal Report. 'Argentina Maternal and Child Healrhand Nutrition Project." Contact: World Bank, Human Resources Operations Division, CountryDepartment IV, Latin American and Caribbean Regional Office, Washington, DC.

6

ARGENTINA

Maternal and Child Health and Nutrition Project II(PROMIN II)

v To improve the health and nutrition ofpregnant women, newborns, mothers, andyoung children in low-income areas

Status Active


Borrower Argentine Republic

Total Project Cost US$171 million

World Bank Funding for ECD US$ 81.3 million

Target population Potential direct beneficiaries include anestimated 1,790,000 women and children(including 70,000 pregnant women,55,000 children below age one, and250,000 children below age five) in 20 ofArgentina's poorest municipalities, locatedacross 17 provinces.

World Bank project manager Jean-Jacques de Saint Antoine, PrincipalOperations Officer

Argentina's Ministry of Health has enlisted World Bank support to capitalize onadvances made under the PROMIN I project. By improving the model forhealth care and nutrition services for women and young children, PROMIN Ihas helped to improve primary health care delivery in 10 provinces. The programactivities listed below are designed to strengthen and expand upon these gains.

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Strategy

Early ChiUlhood Development o Provide child care to poor mothersseeking to enter the marketplace.

o Introduce proven ECD measures intoexisting preschool feeding programs(comedores infantiles) and reorganizeexisting kindergartens and child carecenter into Child Development Centersequipped to provide a comprehensivepackage of services to mothers andyoung children.

o Coordinate with health care centers tomake sure young children are moni-tored regularly for growth, nutrition,immunizations, safety, and psychologi-cal well-being.

o Finance the purchase of educationalmaterials and toys for child develop-ment centers.

i, Train Child Development Centers staff(including mothers in charge of localchildren's groups) how to manage acomprehensive ECD program anddevelop stimulating activities for youngchildren.

o Encourage participating mothers topromote ECD services and programswithin the community.

Maternal and Child Health Cl Provide food supplements for under-and Nutrition nourished pregnant women, children

under 6, and lactating mothers.3 Set up a women's reproductive health

care program to:- monitor pregnant women for nutri-

tion status- detect complications with gestation

and delivery- provide post-partum care- provide mechanisms for birth spacing

and control- promote breast-feeding- treat sexually transmitted disease

8

z Finance efforts to refurbish, equip, andexpand health care facilities and labora-tories

o Fund maternal and child health carestaff training and supervision

O Finance information campaigns onwomen and children's nutrition andhealth

Expected Benefits o Government of Argentina extendsmaternal and prenatal health servicecoverage to 60 percent of the eligiblepopulation

o Government extends pediatric coverageto 60 percent of children aged 0-6.

o Project transforms 40 percent of exist-ing child-feeding centers and kinder-gartens into early childhood develop-ment centers offering a comprehensivepackage of services.

o Social service management inArgentina is decentralized and mademore efficient.

Sourre: World Bank, July 1993 Projecr Appraisal Document: Argentina Maternal and Child Healthand Nutrition Project II (PROMIN II). Contact: World Bank, Human Resources Operations Divi-sion, Country Department IV, Latin American and Caribbean Regional Office, Washington, DC.

9

BOLIVIA

Integrated Child Development ProjectProyecto Integral de Desarrollo Infantil (PIDI)

w' To expand coverage and improve thequality of child developmentprograms inpoor urban areas

Status Active, restructured


Borrower Republic of Bolivia

Total Project Cost US$53.8 million

World Bank funding for ECD US$ 30.7 million

Target population poor children aged 6 months to 6 years inBolivia's 34 largest urban areas

Partner agency Programa de Atenci6n a Nifias y NiflosMenores de Seis Anios (PAN)

World Bank project manager Sandra Rosenhouse, Population andHealth Specialist

In line with the Government of Bolivia's Social Strategy Statement and its ten-year action plan to improve the lives of women and children, the Proyecto Inte-gral de Desarrollo Infantil (PIDI) supports the establishment of a national sys-tem for delivering comprehensive health, nutrition, and education services topreschool-aged children. It seeks to achieve this end by improving public offi-cials' ability to plan and manage ECD programs, service delivery systems, andsystems for program monitoring and evaluation.

10

StrategyPolicy and management o Fund studies to form a factual basis for(US$3.5 million) evaluating programs and formulating

social policyo Fund technical assistance in the areas of

food security and nutrition, ECDinterventions, and the extension of cov-erage

o Train key Project staff on ECD andeventually provide training for regionalgovernment staff

o Finance purchase of computer andoffice equipment and training for PAN

Service delivery o Fund and set up non-formal, home-(US$30.8) -based and center-based day care cen-

ters, with 2-3 caregivers providing inte-grated child development services to 15poor children (aged 6 mos. to 6 years)each

o Finance furniture, equipment, supplies,and home rehabilitation for day carecenters

o Fund stipends, training, and supervi-sion for caregivers

o Provide technical assistance in ECDtechniques, program management, andsupervision

o Fund vehicles, equipment, and suppliesfor project administration

o Set up a health fund (to operate on adeclining basis) to help finance diagnos-tic and treatment services for malnour-ished children from very poor families

Monitoring and evaluation a Finance the development and applica-(US$2. 1 million) tion of a household survey to measure

project impact every two years.o Set up a management information sys-

tem (MIS)

11

Expected Benefits o non-formal, home-based and center-(after 8 project years) based day care centers, fully equipped

and prepared to provide a package ofhigh quality child development servicesto 45,000 of the country's poorestpreschool-aged children

o Significant improvements in the physi-cal, intellectual, and social developmentof more than 100,000 children, aged 6months to 6 years, who took part inthe program

o Training in ECD techniques for 21,000care givers (mostly women)

o 4,000 care givers who have been givenaccess to credit to upgrade their homes

o Training 10,000 parents on ECD tocare for their children.

Source: World Bank, June 1993, Staff Appraisal Report, "Bolivia Integrared child Development

Project". Contaet: World Bank, Human Resources Operations Division, Country Department 11,

Latin Amnerican and Caribbean Regional office, Washington, D.C

Revised by Sandra Rosenhouse, Task Manager, Population and Health Specialist.

12

BRAZIL

Innovations in Basic Education

1 To improve learning outcomes for poorpreschoolers- and primary school students inGreater Sao PauloQ To develop a model program that couldbe adapted for use in other states

Status Active


Borrower State of Sao Paulo


World Bank funding for ECD US$62.5 million

Target population Children in the first two years of primaryschool.

Partner organizations Secretariat for Education in the State ofSao Paulo (SEE), Department of SchoolFood Programs, Schools Basic HealthUnit

World Bank project manager Robin Horn, Senior Education Economist

EducationIn 1984 the state of Sao Paolo initiated the ciclo basico, a program to improvethe quality of education available in grades 1 and 2 in all state primary schools.The ciclo basico will introduce a more responsive pedagogical approach to theteaching of literacy and arithmetic skills, reorganize the curriculum, retrainteachers on a massive scale, and provide new educational materials. In addi-tion, the Secretariat for Education in the State of Sao Paulo (SEE) has pro-posed a major plan to build and refurbish primary schools and classrooms inorder to extend the school day to six hours in all state primary schools and toalleviate the problem of severe overcrowding.

13

HealthIn the municipality of Sao Paolo today roughly one-fifth of children aged fourto five are anemic and only half have completed their diphtheria and tetanusimmunizations. If the present school health system, managed by the State Sec-retariat of Health, is to address the priority health needs of preschool and earlyprimary school children, it will need to be completely revamped.

StrategyIncrease preschool enrollments 0 Help fund SEE's plan to construct 350ofpoor children aged 4-6 new primary schools (providing rough-from 70,000 to 120,000 ly 3,000 new classrooms) and refurbish

and expand 150 existing classroomso Introduce low-cost ways to build

preschools, especially in poor neighbor-hoods

o Mobilize parent support for municipalpreschools

o Arrange for private and public sector tocollaborate in supporting preschoolprograms

Improve quality ofpreschool o Provide in-service training foreducation preschool teachers in active learning

techniques and implementation of thenew curriculum

o Introduce the intensive use of books,educational toys, and other learningmaterials

o Sponsor the production and distribu-tion of educational books, toys, and artsupplies

o Set up a system for monitoring teach-ing quality in preschools

Improve schoolfeedingprogram o Support the Department of SchoolFood Programs' move to use moreunprocessed and nutritious foods(including fresh fruit, fluid milk, andvegetables).

o Finance the purchase of school kitchenequipment.

0 Finance training for staff involved withfood programs in schools

14

Improve health of the c3 Undertake health screening and educa-1+ miUlion children in tion activities in the schoolsstate-run preschools a Finance the purchase of equipment and

supplies for health screening activitieszI Finance the production of health edu-

cation materialso Finance training for the Schools Basic

Health Unit personnel in the healthproblems of pre- and primary school-aged children

Source: World Bank, June 1991, Staff Appraisal Report, -Brazil Basic Education Project." Conract:World Bank, Human Resources Operations Division, Country Department 1, Latin American

and Caribbean Regional Office, Washington, DC.

15

BRAZIL

Municipal Development in the State of Parana

1 Increase poor childrens access to pre-school ECD services and primary schooling

Status Completed

Duration 1990-95

Borrower State of Parana

Total Project Cost US$ 400.00 million

World Bank fucnding for ECD US$1.9

Target population Poor children aged 3 months to 6 yearsand primary school students in grades 1to 4

Partner organizations Participating municipalities, SANEPAR,COHAPAR

World Bank project manager Braz Menezes, Principal OperationsManager

According to official data, in 1989 only 11.3 percent of children aged 3months to 6 years living in low-income areas were enrolled in child-care cen-ters-despite the fact that demand for childcare in these communities washigh. In addition, most grade schools in Parand suffer from overcrowding.

Brazil's new constitution gives states and municipalities new responsibility overthe raising and use of fiscal resources. The project therefore supported activitiesdesigned to improve the functioning of Parand state's social service institutionswhile at the same time making investments in community day care centers,school extensions, and health posts.

16

Strategy

Pilot investment in child O Financed building of 9 new day careday care centers

o Financed rehabilitation of 42 existingcenters,

o Financed building of 9 new day carecenters

Invest in health care facilities o Provided funds to build and equip 47health care units in various Paranacities.

Upgrade and expand 0 Funded building of additional class-Parand's primary schools rooms and sanitary facilities

o Funded equipment for municipal pri-mary schools,

o Equipped several municipal primaryschools

Benefits o Provided day care places for 2,400 chil-dren from low-income communitieswith a high percentage of seasonal farmworkers (boiasfrias).

O Increased poor children's access tohealth care

o Upgraded primary schools servingsome 500,000 students in grades 1to 4.

Source: World Bank, May 22 1989, Staff Appraisal Report, "Brazil Municipal Development Pro-ject in the State of Parani." Conract: World Bank, Human Resources Operations Division, Coun-try Department 1, Latin American and Caribbean Regional Office, Washington, DC.

17

BRAZIL

Municipal Development in the State of Rio Grande Do Sul

XI Expand access to child care services inpoor areasl Increase capacity and quality of munici-palprimary schools'servingpoor areas

Status Completed


Borrower State Development Bank of Rio Grandedo Sol


World Bank Funding for ECD US$ 5.2 million

Target population Preschoolers (aged 0-6) and children ingrades 1-4 in low-income areas

World Bank project manager Braz Menezes, Principal Operations Officer

According to state agency studies, day care for preschoolers in low-income areas ofRio Grand do Sul is currendy some 17,000 places short of demand. Primaryschools in these areas also suffer from poor facilities and chronic overcrowding.

The project therefore invested in building community day care centers, schoolextensions, health posts, basic sanitation facilities, street and lighting development,and solid waste disposal systems. Its investment in preschool children was expect-ed to serve 11,050 low-income children and to cover about 87 percent of existingdemand for places in child care centers in poor urban areas of the State of RioGrand do Sul.

Finally, since Brazil's new constitution gives states and municipalities greaterresponsibility over the raising and use of fiscal resources, the project supportedactivities designed to improve the functioning of Parana state's social service insti-tutions.

18

Strategy

Increase poor children's access 3 Built 77 new child care centers in low-to creches and child care centers income areas(US$9.8 million) o Remodelled and rehabilitated 67 exist-

ing child care centersc Tested different institutional arrange-

ments for the delivery of child care ser-vices

o Arranged for cooperative public-privateventures to increase child care coverage.

Improved municipal lower o Provided sanitary facilities in municipalprimary schools facilities primary schools(US$4.5 million) 0 Built and renovated classrooms

Benefits c Added 144 preschool facilities in low-income areas

o Added 262 new lower-primary class-rooms in low-income areas, servingsome 18,000 students.in grades 1-4

o Provided sanitation facilities in primaryschools

Sources: World Bank, October 1989, Staff Appraisal Report, "Brazil Municipal Development Pro-ject in the State of Rio Grande Do Sul;" and Implementation Completion Report, April 1997,'Brazil Municipal Development Project in the State of Rio Grande Do Sul. Contact: World Bank,Public Sector Modernization and Privare Sector Development Division, Country Department 1,Latin American and Caribbean Regional Office, Washington, DC.

19

ECD HIGHLIGHT

CHILE

Experiments with Different Preschool Service Models

Chile's Primary Education Improvement Project is trying to find out which kindsof early child development approaches work best in urban and rural settings. Theproject is taking a close look at how improved teacher training, better teachingmaterials, and food supplementation affect poor children's futures.

In 1989 less than a fifth of all two- to five-year-olds were enrolled in preschooland only 57.5 percent went on to finish the eighth grade. In an attempt toimprove that record, the Chilean government launched the Bank-assisted Prima-ry Education Improvement Project to provide preschool education for about16,000 urban and 30,000 rural five-year-olds from poor families.

From 1992 to 1998, the project hired supervisors, teachers, and paraprofessionalsto train parents in how to stimulate the minds of their young children. To pro-vide 4,500 preschool places it built 1 00 new classrooms and refurbished 75 ruralfacilities donated by the communities. It provided daily food and teaching mate-rials for ECD programs and instituted a mass media campaign to encourageparental participation. Finally, it conducted studies to assess each preschoolmodel's cost and medium-term impact on participants' academic performance,behavior, and skills.

Under this project Chile tested two preschool service models designed for ruralareas. For the first the project provided 29,000 sets of teaching materials and con-tinuous in-service training for supervisors, school principals, teachers, and parapro-fessionals. In addition, it conducted 3,000 local workshops to train some 23,400parents in early education techniques. No food supplements were provided.

The second model, implemented by the government-supported agency INTE-GRA, hired 15 supervisors and 150 paraprofessionals, refurbished 75 small ruralcenters donated by the communities, and provided 2,000 daily food rations.Under this model, each rural childcare center was run by two paraprofessionalsand served about 25 children under the age of six.

Evaluation procedures are integrated into all preschool programs. Mechanismsare set up at the outset to assess each model's effect on children's future academicachievement, behavior, and skills, and a cost-effectiveness study will compare thethree urban and two rural preschool models. These evaluations of the programs'relevance, efficiency, and effectiveness will guide future government investmentin preschool expansion.

20

CHILE

Primary Education Improvement Project

IL To help improve the efficiency, quality,and equity ofprimary education in selectedschools.-L To increase the school preparedness of

five-year-olds from poor households andthereby reduce rates of late entry to primaryschool, grade repetition, and drop-out

Status Active


Borrower Republic of Chile

Total Cost US$242.00 million

World Bank funding US$32.4 million out of 170.0 millionexternal funding

Target population Primary and preschool school children inrural and urban areas, Ministry of Educa-tion officials

Partner agencies Ministry of Education (MINEDUC)

World Bank project manager Alain Colliou, Operations Adviser.

Strategy

Primary Education o Help teachers and principals to carry(74 percent of total project cost) out projects to improve the educational

experience in 5,000 selected primaryschools as part of the government's planto decentralize authority for teachingand schools

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o Provide in-service training for 78,000teachers, 8,000 school principals, and625 supervisors

o Provide primary schools with morethan 870,000 sets of reading and teach-ing materials

o Upgrade and refurbish classroomsin 2,500 (mostly rural) primaryschools

a Establish an educational communica-tions computer network in 66 (mostlyrural) primary schools

o Provide health screening andreferrals to 250,000 first-gradersevery year

Preschool Education o Hire 23 supervisors, 140 teachers,(1 6percent of total project cost) and 1,255 paraprofessionals in order

to expand preschool coverage to16,000 urban and 30,000 ruralchildren (mostly 5-year-olds) from low-income families

o Provide in-service teacher trainingcourses for 3,500 preschool andprimary school teachers andsupervisors

o Provide some 3,000 workshops to train23,400 rural parents in ways to stimu-late their young children

a Construct 100 classrooms and refurbishexisting ones

o design, produce, and distribute102,000 sets of teaching materials.

Institutional Development 0 Provide management training to over(7percent of totalproject cost) 2,600 preschool and primary school ad-

ministrators at the Ministry of Educationo Produce manuals as practical guides for

education administration.

22

a Establish an educational informationsystem for the administration, budget-ing, and monitoring of decentralizededucation activities

Sources: World Bank, September 11, 1991, Staff Appraisal Report, "Primary Education Improve-ment Project." Contact: World Bank, Country Operations Department IV, Latin American andCaribbean Regional Office, Washingron, DC.

23

COLOMBIA

Community Child Care and Nutrition Project

V To strengthen an on-going program ofhome-based child care

Status Completed


Borrower Republic of Colombia



Target population I + million of the country's poorest chil-dren, aged 2-6

Partner agency Colombian Institute of Family Welfare(ICBF)


This six-year program extended and expanded the home child care center pro-gram, Hogares Communitarios de Bienestar (HCB). In helping to meet thenutritional, health, and developmental needs of children aged 2 through 6 inlow-income urban communities, it was a key element in the government's pro-gram to reduce poverty.

The Hogares program hires, trains, and supervises "Community Mothers" cho-sen by parents to provide basic ECD services to groups of around 15 childreneach in their homes. The national Colombian Institute of Family Welfare(ICBF) oversees the program.

During the six-year expansion, the program aimed ro improve the ICBF's cost-effectiveness, to strengthen technical support given to home caregivers, to planand implement mechanisms for monitoring and evaluating ICBF operations,

24

and to improve the services provided to children in the Hogares (mainlythrough training care providers and upgrading home support.

Benefits o Expanded HCB nutrition, health, andeducational services to cover 1 millionof country's poorest preschool-agedchildren

o Enhanced disadvantaged children's abil-ity to succeed at school and becomeproductive adults

a Provided child care to mothers, freeingthem to seek work outside the home

a Offered a modest income and homeimprovements to mothers runningHCB programs

o Catalyzed community participation inpreschool care programs

o Prepared communities to support otherself-help health, education, and slumimprovement initiatives

Source: World Bank, Mav 2, 1990 Staff Appraisal Report, 'Colombia Community Child Careand Nutrition Project;" and World Bank, Implementation Completion Report, July 1997,'Colombia Communirv Child Care and Nutrition Project." Contaets: World Bank, HumanResources Division and Human Development (Education, Nutrition and Social Protection) Sec-tor Management Unit, Country Department III, Latin American and Caribbean Regional Office,

Washington, DC.

25

ECUADOR

First Social Development ProjectEducation and Training

v' To increase poor primary school childrenslearning achievementv To raise basic ski/ls level ofpoorly educat-ed adultsv To improve mechanisms for designingeducational programs and allocatingresources

Status Active


Borrower Republic of Ecuador


World Bank funding US$21.4 million

Target population Poor primary school-aged children inurban areas, poorly educated adults

Partner agencies Ministry of Education, Vocational Train-ing Service (ESCAP), Department of Spe-cial Education

World Bank project manager Constance Corbett, Sector Leader

Investment in basic education and training for the poor is a cornerstone of theGovernment of Ecuador's 1991 strategy for planned development. The projectis divided into three components:1. Preschool Education Development, seeks to reorganize the administration ofpreschool education to expand access to quality ECD services for poor urbanchildren in a cost-effective manner.2. Special Education responds to the research finding that as much as 20 per-cent of Ecuadorian primary school students from low-income households expe-rience some form of learning difficulty.

26

3. Textbooks and Educational Materials responds to the fact that, at the project'sinception, the great majority of poor primary school students in Ecuador hadno access to educational materials of any kind.

Strategy

Preschool education oi Decentralize preschool administration inpoor urban areas by forming networksof 15-25 schools organized around amodel, high quality hub school

o Add preschool classes to each hubschool to increase poor children's accessto ECD services

o Provide in-service teacher training pro-grams

Special education o Set up teams of specialists, based inhub schools, to screen students forlearning difficulties

o Fund 9 mos. of assistance from interna-tional experts in special education tohelp the Department of Special Educa-tion develop program for trainingteachers and specialist teams

o Train teachers how to deal with chil-dren who have special needs

Textbooks and educational ca Develop, produce, and distributematerials 567,000 new series textbooks to all stu-

dents in project schools on a limitedcost-recovery basis

o Develop, produce, and distribute1,520,000 workbooks and 60,000teachers' guides

Expected Benefits o 5,800 students a year enrolled in(after 8 project years) preschools at each hub school

o 37,000 children in existing preschoolsin project area benefit from teachertraining and technical assistanceextended by hub schools

27

m 70,000 students benefit from havingspecial needs identified and teacherstrained to deal with them

a More than a half million poor stu-dents who could not otherwise affordthem receive new textbooks

o 1.5 million poor students receive newworkbooks

o 60,000 teachers receive new teachers'guides

Source: World Bank, November 1991, Staff Appraisal Report, 'Ecuador First Social DevelopmentProject." Contact: World Bank, Human Resources Operations Division, Country Department IV,Latin American and Caribbean Regional Office, Washington, DC.

28

ECUADOR

Third Social Development ProjectSocial Investment Fund

v' The social services component of this pro-ject seeks to improve the health, nutrition,and education ofpoor mothers and children

Status Active


Borrower Republic of Ecuador



Target population Poor mothers and children (social servicescomponent, 8 percent of totalproject):

Partner agencies Emergency Social Investment Fund(FISE)

World Bank project manager Evelyn Pesantez, Operations Officer

This project supports the setting up and operation of Ecuador's EmergencySocial Investment Fund (FISE), a new mechanism that allows the Governmentto help alleviate the effects of poverty and safeguard vulnerable groups not cur-rently covered by more traditional agencies for relief.

Strategy

Nutrition and Health o Finance the purchase of selected equip-ment and materials, training services,and other inputs for health care pro-grams, vaccination campaigns, andmicronutrient supplementation andimproved nutrition programs

o Fund community pharmacies

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o Set up and fund training programs forhealth promoters, midwives, and com-munity health and hygiene workers

o Fund the establishment of schoolgreenhouses and garden plots

Education 0 Access to preschool education (15 percentof totalproject cost). Expand non-formaleducational services to cover more chil-dren in the year preceding primaryschool

o Educational materials (4 percent of totalcosts). Finance the provision of earlychildhood and primary school educa-tional materials other than textbooks

o Textbooks (30 percent of total costs). Pro-vide for the publication, printing, anddistribution of primary school text-books

n Management (29 percent of total cost).Decentralize administration of publicprimary and secondary schools

o Infrastructure (22 percent of total cost).Rehabilitate or replace dilapidated andinadequate primary school buildingsand install basic sanitary services in allprimary schools

Source: World Bank, January 1994, Staff Appraisal Report, "Ecuador Third Social DevelopmentProject: Social Investment Fund." Contact: World Bank, Human Resources Operations Division,Country Department II, Latin American and Caribbean Regional Office, Washington, DC.

30

ECD HIGHLIGHT

EL SALVADOR

Rebuilds Services for Young Children

During El Salvador's ten years of civil strife an estimated 75,000 people died,750,000 emigrated, and 500,000 became refugees within their own country.Defense spending and interest payments on external debt crowded out spend-ing for social services-and children suffered. In 1979 only 7 percent of Sal-vadorans finished primary school. In 1986 only 60 percent of rural childrenwere enrolled. In 1988 36 percent of children under five suffered from vitaminA deficiency and only 29 percent of those two or younger received any healthcare at all. In 1991 some 60 percent of infant deachs resulted from diarrheacaused by lack of adequate sanitation.

After years of war, El Salvador is now restoring education and health servicesfor the young. In June 1989 the government instituted a far-reaching macro-economic reform program. In 1991-with World Bank, USAID, andUNICEF support-it began implementing the Social Sector RehabilitationProject to rebuild public health and education services.

Preschools are part of that project. From 1991-97 El Salvador instituted aninnovative program that eventually served 170,000 young children andengaged 1,700 communities in defining and administering pre- and early pri-mary school services. In addition, the school health component provided vacci-nations, supplementary micronutrients, and health assessments for 225,000basic education students.

Under the preschool reform plan, the Ministry of Education selected a com-munity group (formed by teachers and parents or by NGOs) to run thepreschools, each accommodating at least 28 children. The MOE providedfunds to cover teachers' salaries and administrative costs, textbooks and teach-ing materials, nutrition assistance, and staff training. The community groupshired and paid teachers, provided and maintained furniture and physical facili-ties, and administered preschool services.

In the event the project trained some 3,800 preschool teachers in EarlyChildhood Development theory and techniques. Small groups were used topromote children's interaction and teachers learned of different activities thatstrengthen children's problem-solving skills and readiness for arithmetic, read-ing, and writing.

31

The cost of providing preschool services under this project is estimated atabout US$120 a child per year, including US$20 for food supplements. Teach-ers were paid US$160 a month to teach preprimary classes; teachers with largerdasses received a salary increase of up to 10 percent. The project includedannual evaluations of preprimary and primary programs for their cost andeffect on child development, which will provide a basis for refining the pro-grams' design. It is further hoped that these programs can be adapted for otherhigh-poverty areas in El Salvador.

El Salvador's Social Sector Rehabilitation Project also supported the expansionof education and health outreach activities, sought to increase the number ofhealth specialists and supply of medicines in villages, and included an emer-gency birth and first-aid service. To strengthen the social sector further, itintroduced a new system for supervision, improved financial and personnelmanagement practices, and a new health care financing policy-all of whichwill have implications for the country's network of early child developmentprograms.

32

EL SALVADOR

Social Sector Rehabilitation ProjectComponents affecting mothers and young children

1 To extend educational services to youngchildren in poor rural areasv To decrease rate of maternal deathsV To improve young childrens health

Status Completed


Borrower Government of El Salvador



Target population Children in the first two years of primaryschool.

Partner agencies Ministries of Health, Education, andPlanning

World Bank project manager Maria Madalena Dos Santos, Senior Gen-eral Educator

In fulfilling its goal of increasing the efficacy of social service delivery in El Sal-vador, particularly to the poor, this project concained several measures thataffected preschool-aged children.

Maternal HealthA sample of the 26 medical facilities assisted by the project showed a reductionin hospital maternal mortality from 14 per 10,000 live births in 1990 to 10 in1995.

Early Child EducationThis project allowed the Ministry of Education to use new administrativemodels to extend preschool and primary education services in poor rural areas.Provided with financial assistance, advice, new materials, and teacher training

33

programs, and some 3,800 new teachers, community leaders and parents in1,700 communities established and administered preschool and primary schoolclasses for nearly 170,000 children. The program, which included many lessonslearned from earlier Bank-financed education projects, resulted in substantiallyexpanded educational services for young children in El Salvador. In addition, itbrought government education authorities into closer touch with the commu-nities they serve.

School Health ProgramWith the Ministries of Health and Education, the project completed healthassessments on 225,000 basic education students, or 3 percent of the totalcohort. In addition, it provided vaccinations and micronutrient supplementation.

Strategy

Benefits

Set up community-run ECD 3 provided funds to set up ECD and pri-and primary classes in poor mary classesrural areas Cl funded hiring of 3,800 new teachersIn 1,700 communities (reaching o provided teacher training coursesroughly 170,000 children) 3 provided new teaching materials

o provided advice on managing ECDprograms

Decrease maternal death rate O purchased state-of-the-art equipmentIn 26 maternity hospitals o hired medical specialists

a trained staff in ways to enhance qualityof care

o kept facilities open 24 hours a day

In health care centers in the O hired additional supervisory stafftargeted district o provided equipment and vehicles for

supervision.

Enhance School Health o provided vaccinationsProgram o provided supplementary micronutrientsFor 225,000 basic education o conducted health assessmentsstudents

Source: World Bank, June 1997, Implementation Completion Report, 'El Salvador Social SeaorRehabilitation Project." Contact: World Bank, Human and Social Capital Development Group,

Central America Department, Latin American and Caribbean Regional Office, Washington, DC.

34

EL SALVADOR

Basic Education and Modernization Project

2 To increase poor childrens access to highquality basic education

Status Active


Borrower Government of El Salvador

Total Project Cost US$ 80.2 million

World Bank funding for ECD US$ 6.6 million

Target population Children in El Salvador's 135 poorestmunicipalities.

Partner agencies Ministry of Education

World Bank project manager Maria Madalena Dos Santos, Senior Gen-eral Educator

Following the peace accords signed in 1992, the Government of El Salvadorcommitted itself to reconstruct the country. In carrying out this mandate, it isnow focusing on education as a means to ensure social equity and economicgrowth in an increasingly competitive global market. The Basic Education andModernization Project is therefore integral to El Salvador's strategy for fightingpoverty.

Strategy

Benefits

Increase access to preschool c Establish 3,000 new community-runand basic education in 135 preschool facilities (EDUCO) and basicpoor areas education schools in selected municipios(16percent of total project cost) 3 gradually replace the existing 3,000 tra-

ditional schools with the EDUCOmodel

35

o rehabilitate the infrastructure in ruralschools

o provide technical assistance to theCommunity-Managed Schools Pro-gram.

Improve the quality of o provide technical assistance for devel-preschool and basic education oping curricula for preschool and basicnationwide education(61 percent of total cost) o provide educational materials (text-

books, classroom paraphernalia, schoollibraries) as part of Government's pro-gram to improve education

o train preschool and basic educarionteachers, program administrators, andsupervisors

o develop a school health and nutritionprogram, targeting the 135 poorestmunicipios

Modernize and strengthen o provide technical assistance to the Min-educational institutions istry of Education to increase the effi-

ciency of its management of humanand financial resources, planning, eval-uation, monitoring, supervision, andcommunications.

o set up a staff development program toincrease the capability of administratorsand technical personnel.

Source World Bank, September 1995, Staff Appraisal Report, 'El Salvador Basic Education Mod-emization Project.' Contact: World Bank, Human Resources Operation Division, CountryDepartment 11, Latin American and Caribbean Regional Office, Washington, DC.

36

ECD HIGHLIGHT

MEXICO

Community Educators Work with Parents

In an effort to enhance the early experience of Mexico's poorest infants, thenational Early Education Project (Educaci6n Initial) sent community educatorsinto the home to teach parents what they could do to promote healthy childdevelopment. Early response to the project has been enthusiastic. And underits influence, many unproductive traditional child-rearing practices are givingway to change.

From 1992-98 Mexico's Ministry of Education-in cooperation withUNESCO, UNDP, UNICEF, and the World Bank-operated a five-year pro-gram, at a cost of US$139.1 million, to improve the childcare techniques usedby the parents of 1.2 million of the country's poorest children under age three.

Mexico's Early Education Project depended on community educators to deliverthe message. Generally young parents themselves or health providers living inthe community, ECD educators received a stipend of US$150 a month. Theirtraining consisted of a two-week preservice course, plus monthly follow-up ses-sions. ECD educators instructed parents about child development, positiveparenting practices, nutrition, basic health and hygiene, and family planning.

In addition to organizing periodic group sessions, community educators visitedparents in their homes once or twice every two weeks to teach them how tocare for and stimulate their children in ways that encourage cognitive, psycho-logical, and social growth. By June 1995, 174,800 parents had undergonetraining in parenting, and it is estimated that 900,000 parents (mostly moth-ers) were reached over the life of the project.

In addition, Mexico's Early Education Project trained and created jobs for45,000 community educators (mostly women), each of whom worked withtwenty families at a time. Ten community "nuclei" made up a "module," whichreceived technical input from a module supervisor. Ten modules formed a"zone," which was monitored by a zone coordinator. Over its five-year span,the project also trained and employed 760 zone coordinators and 4,500 mod-ule supervisors.

Because health and education are handled by different ministries in Mexico,the project did not include a health component. In the event coordinationwith health authorities proved excellent. Community educators and local

37

health committees frequently joined together to conduct community meetingson issues related to childcare and development.

Parent participants reported that the training changed their attitudes aboutchild-rearing. Many stated that they now recognize traditional punishments forchildren are often unnecessary and inappropriate. In some areas the programalso changed ideas about gender roles in child-rearing. In remote villages inChiapas,for instance, fathers attended the training sessions.

38

MEXICO

Early Development Project

I To extend Mexicos Non-Formal EarlyEducation Program to cover preschool-agedchildren in ten of the countrys poorest states

Status Active


Borrower Government of Mexico


World Bank finding for ECD US$80.0 million

Target population Preschool-aged children and their mothers

Partner agencies National-level Secretariat of Public Educa-tion (SEP), state-level Public EducationSecrerariats (SPES) in ten states; UNICEF,UNDP, and UNESCO

World Bank project manager Fernando Reimers, Senior Education Spe-cialist

This project extends services provided under Mexico's Non-fonnal Early Educa-tion Project (Educaciin Initial) to some of the country's poorest families. TheEarly Education Project focuses on educating parents-particularly mothers-in the use of effective child care and development practices in the home.UJNICEF, UNDP, and UNESCO and a team of consultants helped to designthe preliminary project proposal and have provided consultant services to theSecretariat of Public Education throughout the preparation process.

39

Strategy

Human Resources Development(US$ 91.1 million, or 79.2percent of totalproject cost)

Program staff o Train SEP and SPES technical staff,coordinators, and community educa-tors in the principles of ECD and pro-gram management

o Coordinate delivery of child care, edu-cation, and health care services foryoung children

Parents D Hold periodic group meetings, led bycommunity educators, to train parentsin the basics of health and nutrition

o Develop illustrated guidebooks andother educational materials to coveypractices that promote physical, cogni-tive, and social growth.

o Give parents a set of educational activi-ties they can use at home to stimulatethe development of basic capabilities inyoung children

o Set up periodic home visits by commu-nity educators to help reinforce effec-tive child development practices

Educational Materials O Expand instructional materials (includ-Development ing Parents' Guidebook, Community(US$14.9 million, or 12.9 Educator's Handbook, Zone Coordina-percent of the totalproject cost) tors Handbook) to cover the areas of

health, nutrition, and environmento Develop audiovisual aids to improve

information presentationo Develop radio educational programs to

promote ECD and healthy child carepractices throughout the community

40

Strengthen SEP and SPES 0 Train SEP and SPES staff in the plan-(US$ 9. 0 million, or 7.8 ning, management, supervision, andpercent of totalproject cost) evaluation of ECD programs

o Provide technical assistance to designan Educational Management Informa-tion System (EMIS)

o Finance the purchase of a computersystem and software to be used in pro-ject planning and implementation

Expected Benefits o Train 900,000 parents (50 percent(overfive projectyears) rural, 33 percent urban) in health

child-rearing practiceso Prepare 1.2 million preschoolers better

for school and worka Ensure healthier and more effective

child-rearing by training 760 zonecoordinators, 4,500 module supervi-sors, 45,000 community educators(mostly women), and 900,000 parents(mostly mothers)

o Provide a model for similar projectsnationwide

Source: World Bank, October 1997, Staff Appraisal Report, 'Mexico Initial Education Project."Contacr: World Bank, Human Resources Operations Division, Country Department ll, Larin

American and the Caribbean Regional Office, Washington, DC.

41

NICARAGUA

Basic Education Project

U To enhance academic achievement incommunity-based pre- and primary schools1 To reduce primary school grade repeti-tion and drop-out rates

Status Active


Borrower Republic of Nicaragua

Total Project Cost for ECD US$6.2 million

World Bank fumding for ECD US$6.0 million

Target population Preschool-aged children and children ingrades 1-6

Partner agencies Ministry of Education, Culture andSports

World Bank project manager Luisa Ferreira, Human ResourcesEconomist

The Basic Education Project is part of the Ministry of Education's effort toimprove the quality, equity, and efficiency of education in Nicaragua and toreach the large number of poor children.

Preschool EducationAt the start of this project, research showed that one out of three Nicaraguanchildren repeats the first grade. Yet research has also shown that with effectivepreschool education, first grade repetition rates will fall. The project thereforeproposes to help set up a cost-effective preschool program in poor areas with theaim of increasing primary school achievement and reducing repetition rates.

Nicaragua's current formal preschool program operates primarily in urban areasand contains no mechanism to target the poor. The program therefore mostlybenefits children from relatively well-to-do families. The Ministry of Education

42

also operates a small non-formal preprimary program, although this currentlyconsists mainly of childcare rather than educational services. The proposed pro-ject supports the Government's strategy to expand preschool educational servicesusing the non-formal model, which targets poor communities, relies on localeducators, and makes use of facilities provided by the community. Thepreschool component of the project aims to improve the home environment foryoung children, strengthen parenting skills, and introduce new ways for care-givers to stimulate young children's physical, mental, and social development.

Related externally fimded projects:The Bank-funded Basic Education Project is being closely coordinated withother efforts funded by external donors to improve the quality and administra-tion of basic education in Nicaragua. These include:* USAID Basic Education Project ($30 million). On-going.* BASE Project ($16 million) 1991-98. Project to produce and distribute text-

books.* UNESCO/Dutch SIMEN-US Basic Education Project ($3.4 million). 1992-

95. Project to help build local capacity for curriculum development, teachertraining, and education planning.

Strategy

Community-based a Equip participating child care centerspreschool education with furniture and educational materials(US$ 6.0 million) o Train community educators

0 Promote ECD awareness by involvingparents and community organizationsin activities to promote child develop-ment.

o Introduce new content to preschoolprograms

a Set up structured education programs,consisting of periodic meetings con-ducted by a community educator, toeducate parents and other caregiversabout ECD aims, content, and tech-niques

43

Primary education(US$31.8 million):

School Decentralization o Provide training, technical assistance,(US$ 11.3 million) equipment, and performance incentives

for primary teachers to facilitate theadministrative decentralization of pub-lic primary and secondary schools.

Educational Materials o Fund the development, publication,(US$ 12.0 million) printing and distribution of elementary

school textbooks for poor students.

Infrastructure 0 Rehabilitate or replace dilapidated and(US$8.5 million) inadequate primary school buildings

o Install basic sanitary services in all pri-mary schools.

Expected Benefits o Build or rehabilitate and equip 2,500(by yearfive of the project) community centers, expanding

preschool educational coverage fromthe current 30,000 to reach 88,000children

o Improve primary school outcomes byimproving administration, educationalmaterials, and facilities

Documented Resultso Provided 2,543 ECD centerso Enrolled 68,744 children in communi-

ty-based preschools in 1998o Provided monetary support to 3,159

preschool educators in 1998.

Source: World Bank, February 22, 1995, Staff Appraisal Report, "Nicaragua Basic Education Pro-

ject." Conract: World Bank, Human Resources Operations Division, Country Department 11,Latin American and Caribbean Regional Office, Washington, DC. Revised by Luisa Ferreira, Pro-ject Task Manager

44

PANAMA

Basic Education ProjectPreschool Component

1 To expand coverage and improve thequality of both formal and non-formalpreschool education among the poor

Status Active


Borrower Republic of Panarma


World Bank fimding US$1.75 million out of $35.0 millionexternal funding

Target population Preschool-aged children in 185 of thepoorest townships; poor rural mothers and2,400 preschool-aged children in Veraguasand Chiriqui provinces

Partner agencies Ministry of Education

World Bank project manager Carlos Rojas, Senior Education Specialist

With the aim of increasing national preschool coverage from 45 to 75 percent,the Panama Basic Education Project is extending services to children under theage of six in 185 of Panama's poorest townships (corregimientos). The projectsupports the establishment of Family and Community Education Centers ForInitial Education (Centros de Orientacion Infantily Familiar) (CEFACEI's),involves mothers in the delivery of preschool services, gives parents and com-munities authority over the administration of funds to pay community educa-tors. All families of preschool-aged children in the project are eligible to receivenutrition counseling, health monitoring, and-in cases of malnutrition-sup-plemental food. These services are provided under the Rural Health Project,also financed by the World Bank.

45

In addition, in the sparsely populated Veraguas and Chiriqui provinces, theproject has initiated a pilot "mother-to-mother" education project. The projectassembles groups of mothers from poor rural communities. ECD specialistsfrom the MoE then train a member from each group to lead educational ses-sions. To convey its message the "mother-to-mother" pilot uses radio, which iscommonly available in Panama even in poor areas. Radio programs producedby a team of local and international consultants teach mothers about child-rearing even as they enhance the intellectual and social development ofpreschool-aged children. The mothers groups also receive locally producedwritten educational materials and workbooks. Finally, the project containsmeasures to strengthen the capacity within the Ministry of Education to plan,support, supervise, and monitor community-based ECD programs.

Strategy: Preschool Component

Family and Community o Open 400 new Family and Communi-Education Centers ty Education Centers (CEFACEI's)(Total cost = US $5.26 million - o Set up and finance an intensive ECDWorld Bank financing training program for MOE supervisorsUS $1.12 million and educators

o Distribute specially designed ECD pro-gram management manuals to educa-tors and supervisors

o Provide nutrition counseling, healthmonitoring, andin cases of malnu-trition-supplemental food to childrenattending CEFACEI's

Rural mother-to-mother a Bring mothers in poor rural areas ofparenting education pilot Veraguas and Chiriqui provinces(Total cost = US $0.43 million - together into parent and preschool chil-World Bank financing dren education groupsUS $0.29 million o Enlist MOE provincial supervisors and

pre-primary education specialists totrain a member of each mothers groupto act as discussion leader

o Finance local and international consul-tants to produce educational radio pro-grams and written instructional materi-als geared towards selected objectives ofearly child development

46

Integration of Health, 3 All of the pre-school children who willNutrition and Education benefit from the project will be eligibleServices to receive the nutrition and health ser-

vices provided under the Rural HealthProject financed by the Bank. This pro-ject provides nutrition counsellinghealth monitoring and supplementalfeeding in case of malnutrition diag-nosed at the community level. Toaccomplish these objectives, a healthpromoter addresses parents and othercommunity members involved in edu-cating children. The CEFACEI promo-toras, the children and their parentswill benefit form the counseling andsupplemental feeding in cases of diag-nosed malnutrition.

Strengthen Ministry of a Set up a supervisory network withinEducation's program planning the MOE to monitor and evaluateand supervision capacity preschool interventions at the national,(US $0.34 million) regional and provincial levels. The

national team will appoint pre-primarysupervisors at the provincial level, whowill be trained by national and interna-tional technical assistants to designmanuals for trainers, promotaras andparents. Provincial supervisors will con-duct a meeting in each community tar-geted by the project, to convey theimportance of pre-primary educationto parents, and form a local CEFACEIParents' Association.

Expected Benefits(overfive projectyears)

Preschool component a Preschool services delivered to 22,000poor children under age six.

o Active learning techniques and healthychild-rearing practices introduced intothe families of 2,400 poor, ruralpreschoolers

47

o Integrated package of basic health,nutrition, and educational services pro-vided for children enrolled in the project

o Number and quality of preschool pro-grams improved along with MOE pro-gram planning, supervision, and moni-toring skills

Source: World Bank, February 29, 1996, Staff Appraisal Report, "Panama: Basic Education Pro-ject," Contact: World Bank, Human Resources Operations Division, Country Department II,.Latin American and the Caribbean Regional Office, Washington, DC.Revised by Carlos Rojas, Task Manager

48

PARAGUAY

Maternal Health and Child Development Project

v To extend health and nutrition services topoor women and children

1 To extend educational services to poorpreschool-aged children

Status Active


Borrower Government of Paraguay


World Bank fimding for ECD US$1.7 million out of $21.8 million inexternal funding

Target population Poor women and preschool-aged children

Partner agencies Ministry of Public Health and Social Wel-fare.


One-third of all deaths of children under five in Paraguay stem from diarrheaor acute respiratory infections-conditions that can largely be controlled withaccess to basic health care. The largest component of this project thereforeseeks to increase the coverage, quality, and efficiency of basic maternal andchild health services in six under-served departments in Northeastern Paraguay.In addition, the project is funding a Child Development Pilot Project in poorareas of Asunci6n. This component is designed to improve the intellectual andsocial development of poor children aged 2-5, in addition to improving theirhealth. Finally, the project contains measures to strengthen the managementcapacity of Paraguay's health sector staff at both the regional and central levels,in order to improve the project's implementation and in preparation for theeventual country-wide decentralization of health service management.

49

Strategy

Maternal and Child O Finance technical assistance, materials,Health Care furniture, and equipment to rehabili-(US$20.1 million, 74 percent tate up to 40 child development centersof total project cost) u Train community workers to deliver

health services (such as prenatal care,treatment of STDs, family planning,treatment of early childhood diseases,improved nutrition, breast-feeding andweaning practices) to mothers and chil-dren.

o Use health education and communityoutreach to increase the emphasis onpreventive care

o Improve the efficiency of the supply ofmedical equipment and pharmaceuti-cals for basic maternal and child healthservices. The project will cover the costof procurement, storage, transportationand distribution of these supplies.

Early Child Development a Help to establish Integrated Family andPilot Early Child Development Centers - Cen-(US$2.1 Million, 8 percent tros de Bienestar de la Infanciay la Famil-of totalproject costs) ia (CEBINFA's). The projea will finance

the rehabilitation needs of up to 40 cen-ters, technical assistance, materials, furni-ture and equipment for the centers.

O Provide children at the CEBINFA'swith three meals a day

o Deliver basic health services, immu-nizations, and pre-enrollment physicalsto children at the centers

a Train local staff to deliver servicesunder the supervision of the Ministryof Health

o Train local mothers in early stimulationtechniques, the detection of childhooddiseases, and general hygiene

a Pay trained mothers a small stipend toact as educators in the CEBINFAls

o Engage Ministry of Education staff tosupervise early stimulation activities

50

Strengthen and decentralize O Establish a systematic supervisionhealth service management scheme for delivering maternal andin project area child health services within the project(US $1.2 Million, 4 percent areaof total project cost) o Train staff from the Social Welfare

Directorate of the Ministry of Healthto supervise CEBINFA-delivered ser-vices and train mothers

o Establish management information sys-tems (MIS) to facilitate decision-mak-ing and project monitoring

o Provide technical assistance to commu-nities setting up health and ECD ser-vice programs

Expected Benefits o Poor working mothers gain access to(in five projectyears) affordable, high quality child care

c Rehabilitation of some 40 child devel-opment centers

o Improved maternal and child healthand reduced infant mortality rates inproject area

o Wider use of healthful nutrition andchild-rearing practices

o Modest employment opportunities formothers in ECD pilot project area

o Preschoolers poor areas of Asunci6nentering school better prepared

o Better supervision of ECD programsleading to higher quality services forpreschoolers and mothers

o Improved management skills within theSocial Welfare Directorate leading to im-proved delivery of social services overall

Source: World Bank, August 13, 1996, StaffAppraisal Report, 'Paraguay Maternal Health andChild Development Project." Contacr: World Bank, Population and Human Resources DivisionCountry Department II, Latin American and the Caribbean Regional Office, Washington, DC.

Revised by Sandra Rosenhouse, Project Task Manager

51

ECD HIGHLIGHT

Trinidad and TobagoExpands Its Teacher Training Programs

Trinidad and Tobago is working with the University of the West Indies and theprivate organization Servol to expand and improve the education of preschoolprogram managers. Under its Basic Education Project (1996-2003), the coun-try proposes to train 650 ECD program managers-350 current and 300new-and to supervise them on the job..

As of now the country has two major training programs for preschool teachers,one at the University of the West Indies and one offered by the nongovern-mental organization Servol, which also runs 148 government-funded childcarecenters. The University of the West Indies offers a six-month course inpreschool methodology and another six-month course in the management ofEarly Childhood centers. Servol's more comprehensive preschool training pro-gram includes a year of full-time study and another year of supervised appren-ticeship in the classroom.

Under the country's Basic Education Project, both training programs are beingstrengthened and expanded. The program will also sponsor up to 350 scholar-ships for prospective preschool teachers to attend pre-service training, stipendsto trainees from low-income communities to help them through the year offull-time training, and workshops run by the Ministry of Education, Servol,other private organizations for supervisors in the field.

The Preschool Trainer and Supervisor Training Program focuses on curriculumcontent and training strategies. To allow participants to gain new knowledgewhile continuing in their jobs, it offers seven weeklong training sessions overthe course of a year. Participants still on the job form teams to observe andcomment on one another's performance. During the weeklong training ses-sions, consultants provide feedback on participants' performance and teachthem how to run workshops, offer helpful comments to other teachers, andimplement a preschool curriculum. Participants learn how to make safe, effec-tive teaching equipment from such common items as shells, bottle caps, plasticscraps, old newspapers, and discarded lumber. Consultants assess their progressboth at work and during periodic workshops.

Servol's field workshops will allow roughly 130 teachers already employed inearly childhood programs to receive training and certification. Each regionaldivision of the Ministry of Education will also provide experts in early child-hood care and education to work with NGOs in training, supervising, andsupporting in-service teacher trainees.

52

TRINIDAD AND TOBAGO

Basic Education ProjectEarly Childhood Care and Education Component

I Early Childhood Care and EducationComponentI To enhance cognitive and social develop-ment of children enrolled in Early Child-hood Care and Education programs

Status Active


Borrower Trinidad and Tobago


World Bank funding for ECD US$3.8 million out of $51.0 millionexternal funding

Target population Pre- and primary school children; ECDtrainers and program supervisors

Partner agencies Ministry of Education, regional educationdistricts, NGO-operated preschools, pub-lic and government-assisted primaryschools

World Bank Project Manager Joel Reyes, Institutional DevelopmentSpecialist

In order to improve the efficacy of its Early Childhood Care and Education(ECCE) programs, Trinidad and Tobago has initiated this program to upgradethe teaching of ECCE teachers, rehabilitate preschool facilities, and improvethe way preschool programs are managed and supervised. The project focuseson both public and community-run preschools. In addition to increasingawareness of the benefits early childhood services can bring, the program willseek to support and expand the preschool program network currently run bynongovernmental organizations.

53

Strategy: Early Childhood Care and Education Component

Improve quality of 3 Fund consultants to help bringpreschool education Trinidad and Tobago's ECCE training

institutions up to National Council onEarly Childhood Care and Education(NCECCE) standards

n Finance new training programs for.trainers (TOT)

o Revise TOT curriculum to meetNCECCE requirements

o Rehabilitate up to 150 public ECCEcenters and equip them with fiurnitureand instructional materials.

o Provide technical assistance, furniture,and equipment to set up an NCECCESecretariat within the MoE to monitorpreschool programs

3 Work with NCECCE to improve thesupervision provided by ECCE fieldofficers and regional facilitators

Increase access to preschool Cl Fund the NCECCE's program to enrollprograms 2,250 poor children in ECCE pro-

gramso Build, fund, and equip 50 new com-

munity preschool centersa Train Parent Outreach Workers

(POWs) to help parents in the homedevelop healthy child care practices

o Help to expand existing parental out-reach program managed by NGOs

o Finance early childhood developmentactivities run by NGOs

a Encourage the Government to increaseits contributions to local, NGO-runECD activities.

Expected Benefits o3 Improve quality of training for Early(in seven projectyears) Childhood Education and Care teachers

o Upgrade 150 existing publico Build 50 new community-based ECCE

centers

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o Establish new NCECCE secretariat inthe Ministry of Education

a Benefit from better-trained supervisorsin the field

o Enroll 2,250 more children in ECCEprograms

o Expand financing for and coverage byNGO-run ECD programs

o Increase public and government aware-ness of the benefits of ECCE programs

Source: World Bank. October 1995, Staff Appraisal Report, "Trinidad and Tobago Basic Educa-tion Project." Contact: World Bank, Human Resources Operations Division, Country Depart-ment III, Latin American and the Caribbean Regional Office.

55

URUGUAY

Basic Education Quality Improvement ProjectPreschool Education Component

I To enhance primary school preparednessL9 To reduce repetition rates in the first twogrades

Status Active


Borrower Republica Oriental del Uruguay


World Bank finding for ECD US$11.7 million of $31.5 million inexternal funding

Target population Preschool programs, poor children under 6

Partner agencies National Public Education Administration

World Bank project manager Alain Colliou, Operations Adviser

PRESCHOOL EDUCATION COMPONENT(US$9.8 million, excludingpreschool construction)

Excluding funding for new school construction, the preschool component ofthis project accounts for 21.7 percent of the total project cost. In order toachieve its goal of increasing children's preparedness for and success in pri-mary school, it proposes to extend preschool coverage in poor areas of thecountry and to enhance the quality of existing preschool services.

Strategy. Preschool Education Component

Enhance quality o Finance the design of a special programto stimulate the intellectual and socialdevelopment of four-year olds

c3 Finance the development of appropri-ate teaching materials

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o Finance the design and provision of 30in-service events to train 3,000 teach-ers, 185 school principals, and 24supervisors (all existing preschool per-sonnel plus staff hired for the project)in modern pedagogical techniques anduse and individual producrion of ECDteaching materials

c Fund purchase of 5,260 sets of essentialteaching materials (puzzles, blocks, sto-rybooks, pictures, and other classroomaids that enhance young children'ssocial, emotional, cognitive motor, andexpressive skills) for use in teacher-training events

o Instruct teachers how to involve parentsand caregivers in the delivery ofpreschool services

o Finance the hiring of a group of experts(a preschool teacher, a first gradeteacher, and a child psychologist) todefine curriculum objectives that linkpreschool training to needs of studentsentering first grade

o Fund the design of a longitudinal studyof 600 first grade students (to be evalu-ated in years 2, 4, and 6 of the project)to measure the impact of preschool onthe social and academic achievement offirst graders

Increase access o Finance the construction of 60(US$ 6.8 million, or 15.2 preschool classrooms for four-year-oldspercent of total project cost) and 1 1 classrooms for five-year-olds

o Finance the rehabilitation of 23 class-rooms for five-year olds attached topublic primary schools in poor areas

o Finance the purchase and maintenanceof equipment and school furniture forthe new classrooms

o Remodel primary schools, selected onthe basis of the five-year-olds in need ofECD services, to be used as preschools

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o Finance the design and disseminationof a school maintenance manual.

Strengthen ECD institutions c Finance the acquisition of 98 sets ofcomputers, printers, managerial andstatistical software

a Finance the training of preschooladministrators and education analystsat all levels of decisionmaking in man-agement skills and the use of the MIS

3 Encourage the government to decen-tralize and simplify pre- and primaryschool administration

Expected Benefits o Increase preschool coverage to reach a(in five projectyears) total of 21,000 preschoolers in poor

areas, giving 90 percent of five-year-olds and 40 percent of four-year-oldsaccess to an early stimulation program

o Increase annual capacity of publicpreschools by 1,160 new places forfive-year-olds and 3,600 new places forfour-year-olds.

O Improve quality of preschool education0 Improve quality of preschool adminis-

trationa Improve preschool facilities and main-

tenance

Source: World Bank, March 1994, Staff Appraisal Report, "Uruguay Basic Education QualiryImprovement Project." Contact: Hurman Resources Division, Country Department IV, Latin

American and the Caribbean Regional Office, World Bank, Washington, DC.

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ECD HIGHLIGHT

Venezuela

Addresses Children's Health and Education Needs

Venezuela's abundant petroleum resources have made the nation rich. Yet inJune 1994 almost half of Venezuelans were considered poor and more than afifth critically poor. In 1988 only a third of preschool-age children attended apreschool program, and access to primary school was not universal.

In 1990 the Government of Venezuela, with World Bank support, launched aseven-year Social Development Project to rehabilitate the primary health carenerwork, provide health care and nutrition services for pregnant and lactatingwomen and children up to age six, expand and improve preschool services forpoor children. In addition it mounted a campaign promoting beneficial health,nutrition, and education practices and took measures to improve the govern-ment's capacity to design, plan, and implement social programs and assess theirimpact.

By the end of 1994 preschool programs had reached an estimated 44 percentof eligible children. In order to enroll at least half of all four- to six-year-olds inpreschool programs by 1995, the government supported the establishment ofnew preschools, both conventional and informal. Conventional preschools dis-pensed formal instruction from a professional teacher. Informal programs weregenerally run by a teacher and a community promoter, who shared teachingduties and provided health, nutrition, and recreation services.

By the end of 1995 the project had built 1,600 conventional preschool class-rooms serving 96,000 poor children. By 1999, it had added 185 nonformalpreschool centers and extended preschool coverage to 116,000 poor and disad-vantaged children overall. Project funds also covered a preschool feeding pro-gram, the purchase of furniture and materials, staff training and supervision,and administrative costs. But while the construction of preschools was highlysuccessful, the Government cut funds for building them by 40 percent.

Community daycare programs expanded under the project now serve morethan 500,000 children. Caregivers selected from the community are trainedand paid a small monthly sum by the government and a small fee by the par-ents of each child. Each caregiver takes six to eight children into her ownhome. The government provides loans for home improvement and donatestoys and other necessities.

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Financed by the government, the program is run by Fundacion el Ninio andother NGOs. Venezuela's Social Development Project also provided nutritionalsupplements to pregnant and lactating women and children under six andexpanded coverage for immunization, preventive health care for infants, andtreatment of acute diarrheal illness and respiratory infections among infantsand children.

Malnourished children received three kilograms of powdered whole milk amonth, and all other children two kilograms. By the end of 1995 the projecthad provided access to these basic services to 420,000 pregnant women (upfrom 200,000 in 1989), 360,000 lactating women (up from 80,000) 640,000infants under age two (up from 245,000), and 916,000 children aged two tosix (up from 370,000). Recognizing the importance of early childhood pro-grams, Venezuela has included provisions for them in its latest structuraladjustment program, prepared in collaboration with the World Bank.

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VENEZUELA

Social Development ProjectEarly Childhood Development-Maternal Care Component

EC To improve the living conditions of thepoor by targeting social services to pregnantand lactating mothers and children understx

Status Active


Borrower Government of Venezuela


World Bank funding for ECD US$57.6 million out of $100.0 millionexternal funding

Target population Pregnant and lactating women, childrenunder six

Partner agencies Ministries of Employment and SocialAffairs, Family, Health, Interior, andNational Education

World Bank project manager Bruce Carlson, World Bank Resident Rep-resentative

Venezuela's Social Development Project aims to improve living conditions forthe poor and particularly to mitigate any adverse impact deriving from itsmacroeconomic structural adjustment program, undertaken to put the econo-my on a firmer footing. The Early Child Development and Maternal Carecomponent of the project will help the Government devise a strategy thataddresses priority social problems defined under its Social Sectors Action Pro-gram while targeting expenditures to help poor pregnant and lactating womenand children under the age of six-Venezuela's neediest citizens.

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Strategy

Early Childhood Development and Matemal Care

Rehabilitate and develop O Provide basic health and nutrition ser-primary health care network vices for pregnant and nursing women

and children under sixo information, education and communi-

carions services for health, nutritionand education promotion

o Improve government capacity todesign, plan, implement, monitor, andevaluate social programs

Expand and develop O Target new ECD programs in low-preschool education services income communities

Expected Benefits a Increase health and nutrition services to(n eight projectyears) cover some 200,000 pregnant women

(by 1995) in 1991 to 420,000o Increase health and nutrition services to

cover some 80,000 post-natal womenin 1991 to 360,000

o Increase health and nutrition services tocover some 245,000 infants under twoin 1991 to 640,000

(by 1999) o Provide access to primary health careand nutrition services for 400,000pregnant and 360,000 lactatingwomen-roughly half of the cohort

o Expand preschool education programsto reach 116,000 additional childrenfrom poor and disadvantaged families

o Increase girls' access to day care centersin poor and marginal areas

o Provide child care to poor women inthe work force

o Provide some opportunity for mothersto work in ECD programs

Source: World Bank, October 1990, Staff Appraisal Report, 'Venezuela Social Development Pro-ject.' Contact: World Bank, Human Resources Operations Division, Country Department III,Latin American and the Caribbean Regional Office, Washington, DC.

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EDUCATA7ONT H E W O R L D S A N K

HUMAN DEVELOPMENT NETWORK

For more copies, contactMary EmingYoung

The World Bank1818 H Street, N.W.

Washington, D.C. 20433Phone: 202.473.3427

Fax: 202.522.3233email: [email protected]

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