7.3a What are the most effective ways of scaling holistic high-quality early childhood development, to improve foundational learning, socio-emotional skills and lifelong opportunities?
Background
There is a widespread learning crisis. By 2030, trends indicate that over half school-aged children will not master basic literacy and numeracy. Globally, two-thirds of children are currently in school and will reach the end of primary school but not achieve minimum proficiency levels in reading. In addition, many countries are facing multiple, overlapping crises—including conflict, climate change, and political instability. These crises are impacting education systems, especially for marginalised groups. FCDO research is filling evidence gaps on how to strengthen national education systems including in the context of poly-crisis, education in conflict and crisis, education technology and early childhood development, understanding how to build climate-smart education systems, and how to invest in human capital for better climate outcomes.
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Topics
Related UKRI funded projects
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Harnessing the power of global data to support young children's learning and development: Analyses, dissemination and implementation
The 2017 Lancet Series, Advancing Early Childhood Development: From Science to Scale, estimated that 43% of children under 5 years in LMICs (250m children), were at risk of not reaching their potential because they had s...
Funded by: GCRF
Lead research organisation: University of Oxford
Why might this be relevant?
The project focuses on scaling holistic early childhood development to improve foundational learning and socio-emotional skills, addressing barriers and accelerators to learning in LMIC ECE programs.
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Safe, Inclusive Participative Pedagogy: Improving Early Childhood Education in Fragile Contexts
Early childhood is a critical period for all children. It has been conclusively recognised by research that this period is significant for young children's rights in the here and now, for children's future educational, e...
Funded by: GCRF
Lead research organisation: University of Edinburgh
Why might this be relevant?
The project addresses challenges in early childhood education in fragile contexts, but does not specifically focus on scaling holistic early childhood development as requested.
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POLICIES AND PRACTICES BASED ON SCIENTIFIC RESEARCH FOR REDUCING UNDERACHIEVEMENT AND EARLY SCHOOL LEAVING IN EUROPE
Reducing underachievement in basic skills and Early School Leaving (ESL) rates is at the core of the strategic and political priorities for the European Commission. This has become even more critical in a post-pandemic e...
Funded by: Horizon Europe Guarantee
Lead research organisation: NEWCASTLE UNIVERSITY
Why might this be relevant?
The project focuses on reducing underachievement and early school leaving in Europe, which is related to improving foundational learning, but does not specifically address scaling holistic early childhood development.