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10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of              Starting Strong III Miho...
Research can be an influential tool            to inform policy & practice.It plays a key role in:•   Identifying the succ...
Example. Policy Implications of Meta Analysis    •     To improve cognitive and schooling outcomes, ECEC have largest     ...
3 common challenges are being reported.Challenge 1: Need for more evidence on the effects of  ECEC and cost-benefit analys...
Country responsesSetting out research frameworks with sustained funding to   support long-term policy goals   •   Launchin...
Example. Longitudinal Studies•   The oldest longitudinal studies were launched in the United States.•   The first study me...
•   Since 1990s, a growing number of other countries have launched    longitudinal studies:•   Examples include:1990s-Coun...
2000s-AUS      Growing Up in Australia                           1st cohort                                               ...
Challenge 2: Advancing in under-researched areas/ areas  with growing policy interest•   Children’s spaces and environment...
Country responsesExpanding research agendas to include:   •   Children under age 3       FIN, FR-BL, KOR, NOR   •   Cultur...
Challenge 3: Lack of dissemination•   Linking research and policy/ practice – generic challenge in    education•   Technic...
Country responses•   Providing financial or in-kind support for ECEC research    FIN•   Enhancing links between research a...
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Research from Policy Lever 5 of Starting Strong III - 10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III

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(OECD Secretariat)

Research can be an influential tool
to inform policy & practice.
It plays a key role in:
•Identifying the success or failure of programmes
•Prioritising important areas for investment
•Informing practices through evidence
•Explaining how children grow, ensuring healthy child development

Published in: Education, Technology
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Research from Policy Lever 5 of Starting Strong III - 10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III

  1. 1. 10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland OECD ECEC Team Directorate for Education, OECD
  2. 2. Research can be an influential tool to inform policy & practice.It plays a key role in:• Identifying the success or failure of programmes• Prioritising important areas for investment• Informing practices through evidence• Explaining how children grow, ensuring healthy child development
  3. 3. Example. Policy Implications of Meta Analysis • To improve cognitive and schooling outcomes, ECEC have largest effects. • To improve health outcomes, nutrition provision and cash benefits have larger effects than ECEC. Comparison of Effect Sizes Nutrition Cash ECEC Incentives Cognitive .26 .17 .35 Social .46* .21 .27 Schooling .11 --- .41 Health .38 .38 .23Percent of 1 standard deviationNote: *only 1 study in this category.Source: Nores and Barnett (2010).
  4. 4. 3 common challenges are being reported.Challenge 1: Need for more evidence on the effects of ECEC and cost-benefit analysis • More data on costs and financing, and policy/programme evaluations • Balance between quantitative and qualitative research Quantitative – consolidating facts, comparing the effectiveness of different programme types/ pedagogical strategies • Descriptive statistics, correlational studies, experimental/ quasi- experimental research, cost-benefit analysis, etc. Qualitative – informing practices with local values and democracy • Case studies, ethnography, narratives, observations, interviews, etc.
  5. 5. Country responsesSetting out research frameworks with sustained funding to support long-term policy goals • Launching a longitudinal study at the national/regional level (See Table) • Establishing a national/regional body dedicated to ECEC research KOR, AUS, CAN (Manitoba) • Contracting research to inform policy and practice CAN (BC), ENG, FIN, IRL, KOR, NOR, POR,GRB
  6. 6. Example. Longitudinal Studies• The oldest longitudinal studies were launched in the United States.• The first study measuring the impact of participation in preschool on child outcomes dates back to the High/Scope Perry Preschool Project, which started in 1962. The sample size of this study was small, with only 123 children.• Other frequently cited studies include:Starting Name of programme/ study Sampleyear size1970s Abecedarian Programme 1071980s Chicago Child Parent Centres 1,5391990s Cost, Quality, and Outcomes Study 826 NICHD Study of Early Child Care and Youth 1,364 Development2000s Head Start Impact Study 4,667 Early Childhood Longitudinal Studies - Birth cohort 14,000
  7. 7. • Since 1990s, a growing number of other countries have launched longitudinal studies:• Examples include:1990s-Country Name of programme/ study Sample sizeENG Effective Provision of Pre-School Education 3,000CAN Canadian Longitudinal Survey of Children and 6,685 YouthDEN Danish Longitudinal Survey of Children 5,000NZL Competent Children: Competent Learners 500
  8. 8. 2000s-AUS Growing Up in Australia 1st cohort 5,000SCO Growing up in Scotland 1st cohort 8,000IRL Growing up in Ireland infant 11,100KOR Panel Study of Korean Children 2,078NZL Growing Up In New Zealand 7,000NLD Pre-COOL 2,000NOR Behaviour Outlook Norwegian Development Study 1,159SLN Effects of pre-school on child development and 430 school achievement2010s-DEU National Education Panel on Early Education and 3,000 SchoolingPOL School effectiveness predictors – Longitudinal 10,000 study of Polish Children II
  9. 9. Challenge 2: Advancing in under-researched areas/ areas with growing policy interest• Children’s spaces and environments• Effective interventions for children with diverse backgrounds• How to optimise ECEC effectiveness• Effectiveness of universal vs. targeted interventions
  10. 10. Country responsesExpanding research agendas to include: • Children under age 3 FIN, FR-BL, KOR, NOR • Cultural aspects and socio-cultural analysis FIN, DEN, KOR • Childrens spaces and learning environments FIN, JAP, KOR, NOR • Different pedagogical interventions DEN
  11. 11. Challenge 3: Lack of dissemination• Linking research and policy/ practice – generic challenge in education• Technical language in research• International dissemination
  12. 12. Country responses• Providing financial or in-kind support for ECEC research FIN• Enhancing links between research and policy CAN (Manitoba), FIN• Enhancing links between research and practice SLN, NOR• Creating a regional/ international research network • National - NOR • Regional - DEN, NOR, SWE • International – OECD, Pacific ECE Research Association (11) Diversity in ECE (8)

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