Public financing and subsidization of child care can allow for more equitable access to child care in places where public provision and capacity are low. The mechanisms of the delivery of the subsidy matter, however, in terms of who gets the benefits of the subsidy and overall cost effectiveness, given the initial conditions in the child care market. This paper sets out an ex ante simulation model using a supply side provider level and demand side household model and combining the two models for estimating the benefit incidence of expanded capacity and enrolments as a result of the child care subsidies, looking at different mechanisms of the delivery including investment grants to providers, operational monthly grants to child care providers, combinations of the investment and operational grants and demand side vouchers to households. The model is applied to empirical data from child care centres and households in Turkey and results reveal that the choice of the subsidy delivery model is not trivial, and has a strong bearing on both the benefit incidence and cost effectiveness of the subsidy. In the case of Turkey, where significant supply side constraints exist in the market, a demand side voucher system is shown to be the least cost effectiveness measure of delivery of the subsidy, and while a demand-side voucher can be pro-poor targeted, it is not necessarily the option that reveals the most “pro-poor results” both in terms of newly generated capacity and the impact of the subsidy on household welfare. The simulation model developed here can be applied in other country contexts, with the only data requirements being micro data on costs and pricing structure of child care providers as well as household data with variables on household welfare and child care utilization.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Session I: Elizabeth Fordham - Education and Skills in SouthEast AsiaOECD CFE
The OECD’s Regional Policy Network on Education and Skills aims to foster knowledge exchange in support of national growth and regional integration. The Network encourages a whole-of-government approach to formulating and implementing sound skills policies. It draws on the growing participation by Southeast Asian countries in the OECD’s education surveys and local job creation policy reviews, which provide valuable comparative data and analysis that can help countries in the region build more efficient and effective employment and skills systems.
Education at a Glance 2020 - European Union launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the European Union, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
The state of education around the world: Findings from Education at a Glance ...EduSkills OECD
On 16 September, the OECD released its 2021 edition of Education at a Glance, the authoritative source for information on the state of education around the world.
It provides data on the structure, finances and performance of education systems across OECD countries and partner economies, looking at everything from the organisation of schools and schooling to the financial resources invested in education institutions.
The 2021 edition of Education at a Glance has a focus on equity in education, offering an assessment of where OECD and partner countries stand in providing equal access to quality education at all levels.
This year’s edition is also accompanied by a spotlight on the impact of COVID-19 in education.
In this presentation, OECD Director for Education and Skills Andreas Schleicher presents the key findings.
Read the report and watch the presentation -- https://oe.cd/EAG
The science of learning. can it make learning more resilient against the risk...dvndamme
Education research is growing, but has not enough impact to tackle the systemic risks of education systems (quality, productivity, equity, innovation). Why? Do we work with outdated theories? And can the science of learning help to do better? Keynote at ECER2019.
Education at a Glance 2020 - Global insightsEduSkills OECD
Andreas Schleicher presents new Education at a Glance data, with a focus on vocational education and training and its role in buffering the negative economic effects of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Education at a Glance 2020 - United Kingdom launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United Kingdom, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Were socio-economically advantaged students better equipped to deal with lear...EduSkills OECD
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible.
But socio-economically disadvantaged students exhibit less of these beliefs and dispositions.
This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought.
Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
John O’Brien, MnSCU System Interim Vice Chancellor of Academic & Student Affairs
This presentation provides a portrait of the students served by the MnSCU system.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Building an Effective Skills Strategy for Portugal: Moving from Diagnosis to ...EduSkills OECD
This OECD presentation first outlines the major trends impacting the demand for skills globally and the key skills challenges facing Portugal including the low qualifications of the adult population. It then presents the goals and priority areas of the Action Phase of the project “Building a National Skills Strategy for Portugal” and the objectives and structure of the Skills Action workshop held in Lisbon on 4 May 2017 with about 100 stakeholders from a wide range of sectors.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
Working together to help education reforms work out EduSkills OECD
Andreas Schleicher
Special Advisor on Education Policy to the Secretary General - OECD
Director for Education and Skills
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
National Skills Strategy Slovenia - Launch of the Diagnostic ReportEduSkills OECD
Building the right skills can help countries improve economic prosperity and social cohesion, by contributing to social outcomes such as health, civil and social engagement, by supporting improvement in productivity and growth and by supporting high levels of employment in good quality jobs.
Education at a Glance 2020 - United States launchEduSkills OECD
Andreas Schleicher presents new Education at a Glance data for the United States, and puts it into the context of the coronavirus (COVID-19) crisis.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
John O’Brien, MnSCU System Interim Vice Chancellor of Academic & Student Affairs
This presentation provides a portrait of the students served by the MnSCU system.
Dream jobs? - Teenagers' career aspirations and the future of workEduSkills OECD
Every day, teenagers make important decisions that are relevant to their future. The time and energy they dedicate to learning and the fields of study where they place their greatest efforts profoundly shape the opportunities they will have throughout their lives. A key source of motivation for students to study hard is to realise their dreams for work and life. Those dreams and aspirations, in turn, do not just depend on students’ talents, but they can be hugely influenced by the personal background of students and their families as well as by the depth and breadth of their knowledge about the world of work. In a nutshell, students cannot be what they cannot see. With young people staying in education longer than ever and the labour market automating with unprecedented speed, students need help to make sense of the world of work. In 2018, the OECD Programme for International Student Assessment (PISA), the world’s largest dataset on young people’s educational experiences, collected firstof- its kind data on this, making it possible to explore how much the career dreams of young people have changed over the past 20 years, how closely they are related to actual labour demand, and how closely aspirations are shaped by social background and gender.
Education at a Glance: OECD Indicators is the authoritative source for information on the state of education around the world. With more than 125 charts and 145 tables included in the publication and much more data available on the educational database, Education at a Glance 2017 provides key information on the output of educational institutions; the impact of learning across countries; the financial and human resources invested in education; access, participation and progression in education; and the learning environment and organisation of schools.
Building an Effective Skills Strategy for Portugal: Moving from Diagnosis to ...EduSkills OECD
This OECD presentation first outlines the major trends impacting the demand for skills globally and the key skills challenges facing Portugal including the low qualifications of the adult population. It then presents the goals and priority areas of the Action Phase of the project “Building a National Skills Strategy for Portugal” and the objectives and structure of the Skills Action workshop held in Lisbon on 4 May 2017 with about 100 stakeholders from a wide range of sectors.
Education at a Glance OECD Indicators 2019EduSkills OECD
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provides key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.The 2019 edition includes a focus on tertiary education with new indicators on tertiary completion rates, doctoral graduates and their labour market outcomes, and on tertiary admission systems, as well as a dedicated chapter on the Sustainable Development Goal 4.
Measuring COVID-19’s impact on vocational education and trainingEduSkills OECD
Widespread school closures made headlines across the world during the pandemic, with over 1 billion of students experiencing disruptions to their schooling. The vocational education and training (VET) sector has faced particular challenges during the crisis, most notably the fact that the digital learning environments that most education institutions had to rely on during closures don’t work as well for practice-oriented learning – a core component of VET instruction – as they do for academic learning.
The OECD has collected comparative statistics and policy information across a number of education systems to track developments throughout the pandemic, including the impact on the vocational education and training sector. Andreas Schleicher the results of this analysis and where the VET sector finds itself in these difficult times.
PowerPoint by Ms. Gabriela Ramos, OECD Chief of Staff, G20 Sherpa, and Special Counsellor to the Secretary-General, Skills Summit 2018, Porto.
SSESSION 1: UNDERSTAND – Risks and opportunities in a digital world: the changing landscape of skills needs
Objective: Build a common understanding of how the digital revolution transforms economies and societies, how the skills that people need in everyday life and in the workplace are changing, and which groups of the population are most at risk of being left behind
Southeast Asia Regional Programme Forum 2021: Breakout session “Reskilling an...OECD Centre for Skills
El lza Mohamedou, Head of the OECD Centre for Skills presented at the Southeast Asia Regional Programme Forum on 20 May 2021, during the breakout session “Reskilling and upskilling for an inclusive and sustainable recovery”
Why do gender gaps in education and work persistEduSkills OECD
Despite significant progress in narrowing or closing some long-standing gender gaps in many areas of education and employment, in most countries, boys and girls are still not likely to be equally proficient in academic subjects, such as reading, mathematics and science. Moreover, boys and girls still show markedly different attitudes towards learning and aspirations for their future – and that has a significant impact on their decisions to pursue further education and on their choice of career.
This webinar presents OECD data highlighting how differences in attitudes towards failure and competition among boys and girls can influence their decisions about what to study in school and their career expectations. The data also illustrate how these attitudes, developed early in life, influence men’s and women’s career choices later on.
OECD School Resources Review - Working and Learning TogetherEduSkills OECD
The staff working in schools are the most important resource for today’s education systems, both educationally and financially. This report aims to provide guidance for the design of human resource policies that strengthen, recognise and preserve the positive impact that teachers, school leaders and other school staff have on their students. It offers an in-depth analysis of how human resource policies can make the best use of available resources to create supportive working environments and build both individual and collective professional capacity in schools. This includes the design of entry requirements, career structures, salary schedules and working time arrangements to attract, retain and motivate high-quality staff; the effective and equitable matching of staff with schools through fair and transparent staff funding and recruitment; and informed investments in professional learning, from initial preparation to continuing development. Throughout its analysis, the report looks at implementation challenges and considers under which conditions human resource policy reforms are most likely to have the desired effects on schools and their staff. This report is the third in a series of thematic comparative reports bringing together findings from the OECD School Resources Review. This report was co-funded by the European Commission.
Working together to help education reforms work out EduSkills OECD
Andreas Schleicher
Special Advisor on Education Policy to the Secretary General - OECD
Director for Education and Skills
Taking the perspective of institutions and the system, Education Policy Outlook 2019: Working Together to Help Students Achieve their Potential, analyses the evolution of key education priorities and key education policies in 43 education systems. It compares more recent developments in education policy ecosystems (mainly between 2015 and 2019) with various education policies adopted between 2008 and 2014. This report includes around 460 education policy developments (with evidence of progress or impact for over 200 of them) spanning from early childhood education and care to higher education and lifelong learning on topics related to school improvement, evaluation and assessment, governance and funding. It looks into “what is being done”, as well as “why and how it works” to help education systems gain better understanding of how policies can have greater opportunities of success in their specific contexts.
Skills Implications of Megatrends from an International and National PerspectiveOECD Centre for Skills
Presentation by Andrew Bell, Head of OECD Skills Strategies at the OECD Centre for Skills for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Mr. Andrew Bell, Head of the OECD Skills Strategy at the OECD Centre for Skills, discussed the general, overarching implications of mega trends (globalisation, technological progress, demographic change, migration and climate change) and the COVID-19 pandemic on skills demand and supply in Southeast Asia.
Skills are an investment in the future, that help to ensure that individuals are well equipped to adapt to economic and social change, employers can find the skills they need to produce, innovate and grow and society is prosperous and cohesive.
Presentation by Alberto Rodriguez, Manager, Education Global Practice, Europe...unicefmne
Presentation from the conference "Quality Education for Better Schools, Results and Future" organized by UNICEF and the Ministry of Education in Podgorica, July 8-10, 2014
Tutellus.io - Whitepaper - v3.25.
Education, The Pending Asset
Education has hardly improved in the
last thousand years, and most
importantly: no educational model
lets people earn money while they
study. On the contrary, they have to
invest in their own education hoping
to earn that money back in the long
term.
There are, as we see it, four main problems in education:
1. People cannot earn money studying, they have to spend more
instead.
2. Students often lack motivation, so they often stop studying.
3. Teachers can’t earn money depending on the value of the students
that they generate, and are not fairly retributed for their efforts.
4. There is a huge gap between employment and education, withmillions of jobs unfilled.
OECD Education and Skills Ministerial: Breakout session
Presentation from Andreas Schleicher about the latest OECD education data.
Find out more about the ministerial meeting at : https://www.oecd.org/education/ministerial/
Find out more about our work in education and skills: https://www.oecd.org/education/
Presentation by Ms. Marieke Vandeweyer, Head, Vocational Education and Training (VET) at the OECD Centre for Skills, for the 11th Meeting of the OECD Southeast Asian Regional Policy Network on Education and Skills, 24 November 2021
Ms. Marieke Vandeweyer, Head of the Vocational Education and Training (VET) team at the OECD Centre for Skills, set the scene for Breakout Session 1 by introducing the first pillar of the OECD Skills Strategy Framework, which focuses on developing relevant skills over the life course. She provided relevant and updated data on the quality and relevance of training systems in Southeast Asia, and explored areas for policy intervention.
I was delighted to be asked by the Westminster Higher Education Forum policy conference to speak about Entrepreneurship on campus and to provide case studies showing how Founders4Schools and Workfinder use AI and ML to embed enterprise in the curriculum, supporting the learning and development of educators, student start-ups, and increasing diversity.
Christine Kambe prepared a study on 107 randomly chosen graduates of Sote ICT Program. The survey data indicate that our graduates are 3x more likely to attend college and be employed or own a business than their peers. The selection of Sote ICT club members would also need to be partially randomized to cancel the selection effect (Students who decided to join the Sote ICT Clubs might be more active or skilled than average, and their partial randomization would cancel this). But such randomization is practically difficult and randomized control trials are outside our budget scope currently. But we hope to go in this direction in near future.
Similar to Building an Ex-Ante Simulation Model for Estimating Capacity Impact, Benefit Incidence and Cost Effectiveness of Child Care Subsidies (20)
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Building an Ex-Ante Simulation Model for Estimating Capacity Impact, Benefit Incidence and Cost Effectiveness of Child Care Subsidies
1. Building an Ex-Ante Simulation Model
for Estimating Capacity Impact, Benefit
Incidence and Cost Effectiveness of
Child Care Subsidies:
An application using provider-level data from Turkey
Meltem Aran
Ana Maria Munoz Boudet
Nazli Aktakke
Nov 3, 2016
Presentation at Harvard University
John F. Kennedy School of Government
3. Previous work on child care in Turkey
The bank’s engagement and analytical work on child care, gender and female labor force
participation dated back to 2009..
3
2009
Life Chances in Turkey
Expanding Opportunies for
the Next Generation
2010
Recent Trends in Female
Labor Force Participation
2014
Can Child care Vouchers get
Turkish mothers back to
work?
2015
Supply and Demand for Child
Care Services in Turkey
4. In Turkey pre-primary enrolment ratio
is low given GDP per capita
Source: World Bank 2015, Supply and Demand for Child Care Services in Turkey.
(Graph is drawn using data from 2012)
Pre-primary enrolment
rate, gross
Turkey: 38.6 % (2015)
OECD: 82.5 % (2013)
EU: 93.9 % (2013)
5. Children from disadvantaged backgrounds are
less likely to benefit from centre based child
care services
Enrolment rate in centre based child care for the age group 3-5 (%),
By quintiles of per capita household income, 2012
17 16.7 17.8 22.1 27.5
1.2 2.3 3.7
10.1
27.6
0
20
40
60
80
100
1 (En yoksul) 2 3 4 5 (En zengin)
Source: Turkey Income and Living Conditions Survey 2012, authors calculations
(Poorest) (Richest)
Kindergarten
Mostly pubic
provision
Child Care or Preschool
Mostly private
provision
6. 6
Low capacity of child care – capacity needs vary
by province
Source: World Bank 2015, Supply and Demand for Child Care Services in
Turkey
A total of 58,380 facilities are
needed to be built to reach
100% enrolment rate
7. Enrolment in private child care centres is low
Compared to the Latin American countries, Arab states, the OECD, or the EU countries,
children enrolled in private institutions remain low in Turkey
Percentage of enrolment in pre-primary education in private institutions (%)
Source: World Bank, World Development Indicators
11.6
46.5
37.0
30.5
24.5
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013
Percentageofenrolmentinpre-primary
educationinprivateinstitutions(%)
Turkey Arab states EU OECD countries World Latin America and Caribbean
8. 1.01
0.92
0.84
0.740.730.71 0.7 0.7 0.7 0.68
0.620.610.590.58
0.52 0.5 0.49
0.460.450.45
0.410.41 0.4 0.4 0.4
0.350.330.32
0.190.18
0.1
0.04
0.52
0
0.2
0.4
0.6
0.8
1
1.2
Totalpublicexpenditureonpre-primaryeducation(ISCED0)asa
percentageofGDP,2010
Also not surprisingly, public expenditure on pre-primary education
as a share of GDP is very low in Turkey compared
to the EU countries
Total public expenditure on pre-primary education as a percentage of GDP, 2010
Source: Eurydice and Eurostat Report 2014
9. Purely demand side subsidy to households
Demand side subsidy to formally working
women using child care: highly regressive• Two prominent Turkish NGOs (ACEV
and KAGIDER) advocated for a
demand side transfer to formally
employed mothers 300 TL per month
(back in 2009).
• A purely demand side subsidy to formally
working mothers would have been highly
regressive.
• If targeting poorer women – not cost
effective in terms of activation.
• Targeting employable – middle income
women in urban areas would have
worked – but still not cost effective in
terms of generating supply of services
and increasing enrolments.
10. Questions going into the Child Care study
The pieces of the puzzles when we started supply and demand side data collection
10
Is there an “unmet demand” for
child care – or is low utilization a
function of social
norms/unwillingness of households
to use child care?
Why is Utilization Low?
Norms or capacity
constraints?
Barriers to entry?
Why does the market not clear?
Why is private
investment low?
What are households’
expectations of child care in terms
of quality standards? What is their
willingness to pay for these
services?
Willingness to Pay
What models can work for
improving access to poor/middle
class households? What are some of
the current constraints that impede
the development of such models?
What form (if any)
should subsidies take?
11. Most Binding Standards
Infrastructure (particularly garden) requirements are reported as most
difficult standards to comply with by MONE accredited private providers
7.2
8.6
10.5
12.5
13.8
13.8
14.5
14.5
15.8
16.4
16.4
18.4
23.0
31.6
39.5
43.4
0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 45.0 50.0
In nursery classes under primary schools: teachers and administrative staff with university
degree
Teacher : four-years university degree in preschool education, child development
departments, vocational high school degree in child development plus university degree…
The curriculum provided by MoNE can be applied for both 0-36 month- and 36-66 month-
old children
Painting must be done with materials easy to be cleaned
Total area covered by windows in a classroom
In pre-schools: All teaching and managerial staff with university degree
1 director room (min. 10 m2)
1 play room (min. 15 m2)
In pre-schools: support staff, cook, furnaceman, driver, technician and security staff with
high school degree
Certificate from relevant public authorities indicating preparedness to fire
Director: four-years-university degree in educational sciences
Floor covered with a not harmful material for the health of children
Min. 1,5 m2 per child in the classroom
Floor covered with a material easy to be cleaned
The garden with a soft floor (with enough grass and soil min. 1,5 m2 per child for the
development motor and cognitive skills)
In a school building having garden or at the ground floor of a multi-floor building or at a
floor having connection with the ground floor
MoNE-Private
% of service providers that
report these specific standards
as being most difficult to follow.
Each provider was asked to
select 3 requirements from the
list.
11
12. Willingness to pay
Results from Demand Side Household Data set
12
0
100
200
300
400
500
600
700
willingnesstopay
Less than basic
education
Basic education
(8 yrs)
High school University or more
Education level of woman
0
100
200
300
400
500
600
700
willingnesstopay
<=300 300-600 >600
Income groups
Average willingness to pay increases with higher levels of education and higher household
income per capita
Source: Turkey Child Care Assessment Demand Side Dataset
13. Earnings difference is low
The difference between women’s potential (and actual) earnings and child care
costs is too low (or negative), oftentimes not making it worthwhile for women less
than university degrees to take up work….
13
Earnings diffference = Potential (or actual) earnings - Child
care costs
Median monthly full day price of private service providers 700 TL
Median monthly full day price of public service providers 300 TL
0
500
1000
1500
2000
2500
Less than basic education Basic education (8 yrs) High school University or more
Education level of women
Average current monthly income (for employed women)
Average predicted monthly income if participated in the labor force (for non-employed women)
Average willingness to pay
Median monthly full day price of private service providers, data coming from supply side
Median monthly full day price of public service providers, data coming from supply side
Source: Turkey Childcare Assessment Demand Side dataset
Earnings difference and willingness to pay for a kindergarten in the neighborhood
14. 14
Conclusions after Child Care Study
Many families find child care unavailable and
expensive – and have positive perceptions about
centre based care (after age 2.5).
Lack of supply and unmet demand
Willing to Pay
Quality expectations of families are more
about the content of the child care services
and about psychological needs and security
of the child while current standards focus
on infrastructure.
Mismatch in quality and binding regulations
Some willingness to pay but lower than current prices.
class and poor households. The earnings difference
work working mothers is low. Services need to be
subsidized in order to make them more accessible for
middle class and the poor.
What is the most cost effective form of subsidies?
How much should we provide in subsidies? Who
should we target?
Subsidies
Missing
piece
15. Costs, willingness to pay and subsidies
TL /
month
Welfare
indicator,
education
level, SES
Current
costs for
private
provision
Lower costs
for private
provision
Requires
subsidy
Can be reached
through lower cost
private provision +
subsidies
Currently able
to access
services
15
16. Policy scenarios
Scenario Name Description
SimpleScenarios
Scenario 1 Supply Side Investment Grant only:
One-time investment grant to child care centres
Investment Grant: 50,000 TL given to the service provider one time for initial
investment.
Scenario 2A Supply Side Operational Grant only:
Monthly per student operational grant (no price cap)
Operational Grant: 300 TL per child per month given to the service provider for
5 years.
Scenario 2B Supply Side Operational Grant only with Price Cap:
Monthly per student operational grant (with price cap)
Operational Grant: 300 TL per child per month given to the service provider for
5 years.
Price cap: 750 TL (the service provider agrees to limit the maximum price to
750 TL per child per month under this contract for the duration of the subsidy)
Scenario 3 Demand Side Grant only:
Vouchers to households per child enrolled
Voucher to Household: 300 TL per child per month, targeting households in
bottom 40% of income percentile.
CombinationScenarios
Scenario 4A Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant
combined (no price cap)
Investment Grant: 50,000 TL given to the service provider one time for initial
investment.
+
Operational Grant: 300 TL per child per month given to the service provider for
5 years.
Scenario 4B Supply Side Investment and Operational Grant combined with
Price Cap:
One-time investment grant and monthly per child operational grant
combined (with price cap)
Investment Grant: 50,000 TL given to the service provider one time for initial
investment.
+
Operational Grant: 300 TL per child per month given to the service provider for
5 years.
Price cap: 750 TL (the service provider agrees to limit the maximum price to
750 TL per child per month under this contract for the duration of the subsidy)
Scenario 5 Supply Side Investment Grant and Demand Side Grant combined:
One-time investment grant and monthly voucher to households
combined
Investment Grant: 50,000 TL given to the service provider one time for initial
investment.
+
Voucher to Household: 300 TL per child per month, targeting households in
bottom 40% of income percentile.
17. (+) Investment
grant
Increase in the
number of enrolled
through increase in
capacity
Government
Families
Childcare
Providers
Scenario1:
Investment Grant
Capacity impact only
18. (+) Operational grant
Increase in the
number of enrolled
through increase in
affordability
Government
Families
Childcare
Providers
Scenario 2:
Operational Grant
Scenario 2A: With price cap
Scenario 2B: Without price cap
Capacity and affordability impact
19. (+) Voucher
Increase in the
number of enrolled
through increase in
affordability
Government
FamiliesChildcare
Providers
Scenario 3:
Voucher
Affordability impact only
20. (+) Investment
grant
(+) Operational
grant
Increase in the
number of enrolled
through increase in
capacity
Increase in the
number of enrolled
through increase in
affordability
Government
FamiliesChildcare
Providers
Scenario 4:
Investment +
Operational Grant
Scenario 4A: With price cap
Scenario 4B: Without price cap
Capacity and affordability impact
21. (+) Investment
grant (+) Voucher
Increase in the
number of enrolled
through increase in
capacity
Government
FamiliesChildcare
Providers
Scenario 5:
Investment +
Voucher
Capacity and affordability impact
22. What We Can Estimate
Using the simulation model
22
Capacity
Impact on capacity
and estimated
number of new
centres
Enrolments
Impact on pre-school
enrolments (coming from new
capacity and increased
affordability)
Total CostBenefit Incidence
Benefit incidence of new
enrolments and grants
Cost Effectiveness
Total Revenue Net cost
23. The Model
STEP 1
Supply Side model
STEP 2
Demand Side Model
STEP 3
Simultaneous calculation that takes into
account changes in enrolment as a result of
capacity increase and affordability increase
24. Supply side simulation
Data
• Supply side data was in 2014 for the World
Bank study “Supply and Demand for Child
care Services in Turkey” (World Bank, 2015)
• Data was collected from 603 centre-based
child care providers in 5 provinces in Turkey
(Istanbul, Gaziantep, Denizli, Eskişehir and
Samsun)
• For the simulation model we make use of a
sample of private providers in the dataset
making up a total of 226 providers
• The dataset includes a wide range of
information on child care centres such as
their set-up and operational costs and the
prices they charge per child
Methodology
• Our main assumption is that the centres in the dataset are
potential investors. The data come from the empirical data
set, but are treated in the model as hypothetical cases (as
if investments in these centres have not yet been made)
• Our aim is to calculate an investment probability for the
centres with and without subsidies
• In order to do this we use information from the dataset:
• Price per child
• Setup cost of the centre if it were to be opened up today
• Monthly variable costs: personnel costs, stationary costs,
utility costs and travel costs
• Total number of children enrolled in the centre
and calculate the net present value (NPV) of the centre for a
period of 10 years
• Secondly, the NPV of an investment is mapped onto a
probability of investment through a functional form
25. Supply side simulation
The Model
(+) Price per child
Net Present
Value
Probability to
invest
(-) setup cost of the
centre if the centre were
to be opened up today
(-) Monthly variable
costs
Net Present Value
= − Setup Cost +
𝑡=1
10
𝑃𝑟𝑖𝑐𝑒 𝑝𝑒𝑟 𝑐ℎ𝑖𝑙𝑑 ∗ 𝐸𝑛𝑟𝑜𝑙𝑚𝑒𝑛𝑡
−𝑇𝑜𝑡𝑎𝑙 𝑚𝑜𝑛𝑡ℎ𝑙𝑦 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑐𝑜𝑠𝑡𝑠
∗ 12 ∗ (1 − 𝑡𝑎𝑥)
1 + 𝑟 𝑡
+ Terminal Value
(+) Investment
grant
(+) Operational grant * Pass through
Net Present Value (TL)
Probabilitytoinvest
26. Supply side simulation
Calculating the Estimated Capacity Increase Impact of the
Grants
• E(Capacity)Baseline = Probability to invest in Baseline*Total capacity of the centre
• E(Capacity)Sc X = Probability to invest in Sc. X*Total capacity of the centre
These expected capacities are then summed up and the percent capacity increase achieved with Sc.
X is calculated with the following equation:
• % Increase in total capacitySc X = (E(Total capacity)Sc X-E(Total capacity)Baseline)/ E(Total
capacity)Baseline
27. Example
Centre A in the baseline
• Setup cost of the centre if the centre were to be opened up today: 171,000 TL
• Monthly variable costs: 21,000 TL
• Price per child: 910 TL
• Total number of children enrolled: 51
Net Present Value = −171,000 + 𝑡=1
10 910∗51 −21000 ∗12(1−𝑡𝑎𝑥)
(1+𝑟) 𝑡 +𝑇𝑒𝑟𝑚𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
Net Present Value= 399,173
Probability to invest = %26.73
Note: r = 0.40, EBITDA Multiple = 10.5, tax=0.32.
28. Example –
Centre A receives an investment grant
Centre A recei
• If it were to receive 50,000 TL worth of investment grant
𝑁𝑒𝑡 𝑃𝑟𝑒𝑠𝑒𝑛𝑡 𝑉𝑎𝑙𝑢𝑒 = −171,000 + 𝟓𝟎, 𝟎𝟎𝟎 + 𝑡=1
10 910∗51 −21000 ∗12(1−𝑡𝑎𝑥)
(1+𝑟) 𝑡 + 𝑇𝑒𝑟𝑚𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
Net Present Value = 449,173
Probability to invest = %37.56
Newly created capacity = (%37.56 - %26.73) x 51 = 5.52 children
29. Example –
Centre A receives an operational grant
Centre A
• If it were to receive 500 TL operational grant (for 5 years)
Net Present Value = −171,000 + 𝑡=1
5
910+ 𝟓𝟎𝟎∗𝟎.𝟓 ∗51 −21000 ∗12(1−𝑡𝑎𝑥)
(1+𝑟) 𝑡
+ 𝑡=6
10 910∗51 −21000 ∗12(1−𝑡𝑎𝑥)
(1+𝑟) 𝑡 + 𝑇𝑒𝑟𝑚𝑖𝑛𝑎𝑙 𝑣𝑎𝑙𝑢𝑒
Net Present Value = 610,911
Probability to invest = %75.20
Newly created capacity = (%75.2 - %26.73) x 51 = 24.7 children
Existing
capacity
30. Demand side simulation
• We make use of Turkey EU-SILC (Survey of
Income and Living Conditions) 2012 dataset
which is representative for Turkey
• Dataset has information on a wide range of
issues related to the household such as
wealth, income, labour force participation of
the members
• Dataset includes information on 3-5 year old
children’s enrolment to centre-based child
care
• We only make use of the part of the dataset
collected from households located in urban
areas
Methodology
• The capacity increase found in the supply side simulation
is used as the “exogenous shock” in the demand side
simulations.
• The number of children aged 3-5 who are currently
enrolled in preschool or day care in the EU SILC 2012
dataset is multiplied with the estimated capacity increase
coming from the supply side simulation for each scenario.
• Once the new capacity is calculated, this value is divided
by the total number of children attending preschool in
Turkey in the baseline.
• Lastly, this value is used as the per cent capacity increase
and it is multiplied by the number of children attending
preschool in the dataset.
• After the capacity increase amounts in SILC are all
determined, the number of new spots due to the increased
capacity are allocated to the children in the dataset aged
3-5, based on their propensity to attend preschool.
Data
31. Demand side simulation
Example: Increase in capacity is %50
Children
benefitting from
pre-school
services
Children not
benefitting from
pre-school
services
Children who
will benefit
from the
capacity
increase
The propensity to attend preschool is
calculated using a probit model which uses a
wide range of independent variables to predict
a child’s propensity to attend preschool.
The probit equation is as follows:
P(pre-school or daycare)=φ(X’)
Independent variables are:
• child’s age,
• mother’s level of education,
• mother’s employment status,
• father’s level of education,
• father’s employment status,
• per capita household income,
• household size,
• number of adults in the household aged 65+,
• number of children in the household aged 0-6,
• region the household is located in
Impact of supply side grants on enrolment is through
capacity. Children who have the highest propensity to
enrol become enrolled.
32. Demand side simulation
Impact of vouchers
• The main impact of the vouchers is through the income effect
introduced by the voucher – hence the increased enrolment is
due to increased affordability
Independent variables are:
• child’s age,
• mother’s level of education,
• mother’s employment status,
• father’s level of education,
• father’s employment status,
• per capita household income,
• household size,
• number of adults in the household
aged 65+,
• number of children in the
household aged 0-6,
• region the household is located in
P1: Probability to
attend pre-schoolPro
b
(+) Voucher
P2: Recalculated probability to attend
pre-school
when there is a voucher creating a
positive income effect
Children
benefitting from
pre-school
services
Children not
benefitting from
pre-school
services
Children who
will benefit
from pre-
school
services
through
increased
affordability
33. Demand side simulation
Impact of vouchers
• The expected number of children attending preschool as a result of the affordability
increase is calculated using the equation below
E(Number of children enrolled due to affordability increaseSc X )= (P2-P1)*individual weight in the
dataset
34. Demand side simulation
Impact of the operational grants come both from the capacity and
affordability (income effect)
Independent variables are:
• child’s age,
• mother’s level of education,
• mother’s employment status,
• father’s level of education,
• father’s employment status,
• per capita household income,
• household size,
• number of adults in the household
aged 65+,
• number of children in the
household aged 0-6,
• region the household is located in
P1: Probability to
attend pre-school
when there is an
operational grant
and children are
allocated the new
capacity
Prob
(+) Operational
grant * Pass
through
P2: when there is an operational grant
and children are allocated the new
capacity and there is also the positive
income shock
Children benefitting
from pre-school
services
Children not
benefitting from pre-
school services
Children who
will benefit from
the capacity
increase
Children who
will benefit from
pre-school
services
because of an
affordability
increase
35. Demand side simulation
Impact of operational grants through increasing affordability and
capacity
• The expected number of children attending preschool as a result of the
affordability increases is calculated using the equation below
E(Number of children enrolled due to affordability increaseSc X )=
(P2-P1)*individual weight in the dataset
• The number of children enrolled due to capacity increase is also calculated
• Lastly these numbers are added together to have the overall effect:
Number of newly enrolled childrenSc X=Number of children enrolled due to the capacity
increaseSc X+ E(Number of children enrolled due to affordability increaseSc X)
Number of children enrolled due to the
capacity increaseSc X =
1
% 𝑐𝑎𝑝𝑎𝑐𝑖𝑡𝑦 𝑖𝑛𝑐𝑟𝑒𝑎𝑠𝑒 𝑖𝑛 𝑆𝑐 𝑋 ∗𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐𝑢𝑟𝑟𝑒𝑛𝑡𝑙𝑦 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛 𝑖𝑛 𝑡ℎ𝑒 𝑑𝑎𝑡𝑎𝑠𝑒𝑡
𝐼𝑛𝑑𝑖𝑣𝑖𝑑𝑢𝑎𝑙 𝑤𝑒𝑖𝑔ℎ𝑡
36. Costing
• Different calculations are necessary to calculate the cost of the investment,
operational grants and the vouchers:
1. For investment grants:
Total Cost = (Number of children enrolled due to the capacity
increase/Average capacity of a centre)*Investment grant
2. For the operational grant, when there is no price cap:
Total cost =
𝑡=1
5
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑
𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛 𝑖𝑛 𝑇𝑢𝑟𝑘𝑒𝑦 𝑎𝑓𝑡𝑒𝑟 𝑔𝑟𝑎𝑛𝑡
∗ 𝑝𝑒𝑟 𝑐ℎ𝑖𝑙𝑑 𝑔𝑟𝑎𝑛𝑡
∗ 12
1 + 𝑟 𝑡
3. For the operational grant with the price cap:
Total cost =
𝑡=1
5
(𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛 𝑎𝑙𝑟𝑒𝑎𝑑𝑦 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑
𝑖𝑛 𝑡ℎ𝑒 𝑏𝑜𝑡𝑡𝑜𝑚 80% +
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑛𝑒𝑤𝑙𝑦 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛)
∗ 𝑝𝑒𝑟 𝑐ℎ𝑖𝑙𝑑 𝑔𝑟𝑎𝑛𝑡
∗ 12
1 + 𝑟 𝑡
4. The cost of the vouchers:
Total cost =
𝑡=1
5
(𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛 𝑎𝑙𝑟𝑒𝑎𝑑𝑦 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑
𝑖𝑛 𝑡ℎ𝑒 𝑏𝑜𝑡𝑡𝑜𝑚 40% +
𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑛𝑒𝑤𝑙𝑦 𝑒𝑛𝑟𝑜𝑙𝑙𝑒𝑑 𝑐ℎ𝑖𝑙𝑑𝑟𝑒𝑛)
∗ 𝑝𝑒𝑟 𝑐ℎ𝑖𝑙𝑑 𝑣𝑜𝑢𝑐ℎ𝑒𝑟
∗ 12
1 + 𝑟 𝑡
37. Tax revenues
• Two kinds of tax revenue is calculated for each scenario. These are corporation tax revenues and
income tax revenues from newly employed staff at the centres
1. Tax revenues obtained from the newly opening centres: This is in the form of
income and corporation taxes making a cumulative total of 32% of the profits
2. Tax revenues obtained from employee contributions: This is composed of the
women working in child care centres that opened up as a result of the grants. Hence
as a lower bound estimate for tax revenue - all the women employed in new child
care centres are assumed to be receiving the minimum wage .
• Net present value of tax revenues are calculated for a period of 10 years.
38. Impact on Capacity
Capacity increase is maximized in the scenario that combines the investment grant
and the operational grant (and does not impose a price cap) (Sc. 4A).
38
Capacity Increase (%)Capacity Increase: Number of New Centres
783
3,306
2,394
0
4,132
3,339
783
0 1,000 2,000 3,000 4,000
Supply Side Investment Grant only: One-time investment
grant to child care centres.
Supply Side Operational Grant only: Monthly per student
operational grant (no price cap)
Supply Side Operational Grant only with Price Cap:
Monthly per student operational grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child
operational grant combined (no price cap)
Supply Side Investment and Operational Grant Combined
with Price Cap:
One-time investment grant and monthly per child…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to
households combined
Scenari
o1
Scenari
o2A
Scenari
o2B
Scenari
o3
Scenari
o4A
Scenari
o4B
Scenari
o5
6
24
17
0
30
24
6
0 5 10 15 20 25 30 35
Supply Side Investment Grant only: One-time
investment grant to child care centres.
Supply Side Operational Grant only: Monthly per
student operational grant (no price cap)
Supply Side Operational Grant only with Price Cap:
Monthly per student operational grant (with price
cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant
combined:
One-time investment grant and monthly per child…
Supply Side Investment and Operational Grant
Combined with Price Cap:
One-time investment grant and monthly per child…
Supply Side Investment Grant and Vouchers
Combined:
One-time investment grant and monthly voucher to…
Scenari
o1
Scenari
o2A
Scenari
o2B
Scenari
o3
Scenari
o4A
Scenari
o4B
Scenari
o5
39. Impact on Preschool enrolment
Number of newly enrolled children
39
Capacity
Number of newly
enrolled children due
to capacity increase
Affordability
Number of newly
enrolled children due
to affordability
increase
0 100,000 200,000 300,000 400,000 500,000
Supply Side Investment Grant only: One-time investment grant to child care
centres.
Supply Side Operational Grant only: Monthly per student operational grant (no
price cap)
Supply Side Operational Grant only with Price Cap: Monthly per student
operational grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant combined (no…
Supply Side Investment and Operational Grant Combined with Price Cap:
One-time investment grant and monthly per child operational grant combined…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households combined
Scen
ario
1
Scen
ario
2A
Scen
ario
2B
Scen
ario
3
Scen
ario
4A
Scen
ario
4B
Scen
ario
5
# of newly enrolled children due to capacity increase Total number of newly enrolled children
40. Impact on Enrolment Rate
Increase in Enrolment Rate (% points) for overall
population and for the poor
40
Enrolment rate
Increase I enrolment
rate (percentage
points)
Enrolment rate of poor(er) children
Increase in enrolment rate of
the poorest 40%
1.6
7.9
5.7
0.9
9.6
7.6
2.6
0.0
4.1
3.6
1.9
6.0
6.2
2.1
0 1 2 3 4 5 6 7 8 9 10
Supply Side Investment Grant only: One-time investment grant to child care
centres.
Supply Side Operational Grant only: Monthly per student operational grant
(no price cap)
Supply Side Operational Grant only with Price Cap: Monthly per student
operational grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant…
Supply Side Investment and Operational Grant Combined with Price Cap:
One-time investment grant and monthly per child operational grant…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households combined
Scena
rio1
Scena
rio2A
Scena
rio2B
Scena
rio3
Scena
rio4A
Scena
rio4B
Scena
rio5
41. Benefit Incidence
Benefits to the bottom 40% of population (%)
41
% of the newly enrolled
children from bottom 40%
% of the benefit going to
bottom 40%
0
25
31
100
30
40
39
0
29
41
100
30
43
100
0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0
Supply Side Investment Grant only: One-time investment grant to child care
centres.
Supply Side Operational Grant only: Monthly per student operational grant (no
price cap)
Supply Side Operational Grant only with Price Cap: Monthly per student
operational grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant combined (no…
Supply Side Investment and Operational Grant Combined with Price Cap:
One-time investment grant and monthly per child operational grant combined…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households combined
Scenar
io1
Scenar
io2A
Scenar
io2B
Scenar
io3
Scenar
io4A
Scenar
io4B
Scenar
io5
42. Benefit Incidence of new enrolments
Preschool enrolment rates of children aged 3-5 by per capita income quintile
0
.2.4.6.8
1
1 2 3 4 5
Scenario 1: Supply Side Investment Grant only
Baseline Capacity increase Affordability increase 0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Scenario 2A: Supply Side Operational Grant only
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
1 2 3 4 5
Scenario 2B: Supply Side Operational Grant only
with Price Cap
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Scenario 3: Demand Side Grant only
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
1 2 3 4 5
Investment grant:50000 TL, Operational grant:300 TL
Price cap:750 TL, Voucher:0 TL
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Scenario 4A: Supply Side Investment
and Operational Grant combined
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Scenario 4B: Supply Side Investment
and Operational Grant combined with Price Cap
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Scenario 5: Supply Side Investment Grant
and Demand Side Grant combined
Baseline Capacity increase Affordability increase
0
.2.4.6.8
1
EnrolmentrateforChildrenaged3-5
1 2 3 4 5
Investment grant:50000 TL, Operational grant:300 TL
Price cap:750 TL, Voucher:0 TL
Baseline Capacity increase Affordability increase
43. Benefit incidence of grants
Benefit incidence of the grants and/or vouchers by per capita income quintile
0.0 0.0 0.0 0.0 0.0
0
200400600800
1,000
1 2 3 4 5
Scenario 1: Supply Side Investment Grant only
157.3
252.2 265.9
311.3
427.6
0
200400600800
1,000
Totalbenefit(inmillionTL)
1 2 3 4 5
Scenario 2A: Supply Side Operational Grant only
151.1
247.9 264.0
309.6
0.0
0
200400600800
1,000
1 2 3 4 5
Scenario 2B: Supply Side Operational Grant only
with Price Cap
310.7
413.7
0.0 0.0 0.0
0
200400600800
1,000
Totalbenefit(inmillionTL)
1 2 3 4 5
Scenario 3: Demand Side Grant only
165.7
284.4 287.0
318.3
434.2
0
200400600800
1,000
Totalbenefit(inmillionTL)
1 2 3 4 5
Scenario 4A: Supply Side Investment
and Operational Grant combined
163.7
291.4 284.8
316.2
0.0
0
200400600800
1,000
Totalbenefit(inmillionTL)
1 2 3 4 5
Scenario 4B: Supply Side Investment
and Operational Grant combined with Price Cap
317.0
417.1
0.0 0.0 0.0
0
200400600800
1,000
Totalbenefit(inmillionTL)
1 2 3 4 5
Scenario 5: Supply Side Investment Grant
and Demand Side Grant combined
44. Total Costs (million TL)
(Accruing to Child care Providers vs Households)
44
Benefits to
Child Care
Providers
Benefits to
Households
39
3,939
2,639
568
4,342
3,025
885
0
1,414
973
724
1,490
1,056
734
0 1,000 2,000 3,000 4,000 5,000 6,000
Supply Side Investment Grant only: One-time investment grant to child care centres.
Supply Side Operational Grant only: Monthly per student operational grant (no price cap)
Supply Side Operational Grant only with Price Cap: Monthly per student operational grant
(with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant combined (no price cap)
Supply Side Investment and Operational Grant Combined with Price Cap:
One-time investment grant and monthly per child operational grant combined (with price cap)
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households combined
Scena
rio1
Scena
rio2A
Scena
rio2B
Scena
rio3
Scena
rio4A
Scena
rio4B
Scena
rio5
Total benefit accruing to child care providers (million TL) Total benefit accruing to households (million TL)
45. Total Tax Revenue (million TL)
(Accruing to Child care Providers vs Households)
45
Newly employed women
in centres
Corporation
and Income Tax
333
1,407
1,019
0
1,759
1,422
333
0 200 400 600 800 1,000 1,200 1,400 1,600 1,800 2,000
Supply Side Investment Grant only: One-time investment grant to child
care centres.
Supply Side Operational Grant only: Monthly per student operational
grant (no price cap)
Supply Side Operational Grant only with Price Cap: Monthly per student
operational grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant…
Supply Side Investment and Operational Grant Combined with Price
Cap:…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households…
Scen
ario
1
Scen
ario
2A
Scen
ario
2B
Scen
ario
3
Scen
ario
4A
Scen
ario
4B
Scen
ario
5
46. Total Net Cost (million TL)
(Total cost- tax revenue)
46
-314
3,861
2,532
1,292
3,968
2,574
1,266
-1,000 -500 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500
Supply Side Investment Grant only: One-time investment grant to child care centres.
Supply Side Operational Grant only: Monthly per student operational grant (no price
cap)
Supply Side Operational Grant only with Price Cap: Monthly per student operational
grant (with price cap)
Demand Side Grant only:
Vouchers to households per child enrolled
Supply Side Investment and Operational Grant combined:
One-time investment grant and monthly per child operational grant combined (no…
Supply Side Investment and Operational Grant Combined with Price Cap:
One-time investment grant and monthly per child operational grant combined (with…
Supply Side Investment Grant and Vouchers Combined:
One-time investment grant and monthly voucher to households combined
Scena
rio1
Scena
rio2A
Scena
rio2B
Scena
rio3
Scena
rio4A
Scena
rio4B
Scena
rio5
Total Cost - Total Tax Revenue = Total Net Cost
47. Cost Effectiveness
Scenario 1
Scenario 2A
Scenario 2B
Scenario 3
Scenario 4A
Scenario 4B
Scenario 5
0
2
4
6
8
10
12
-2,000 -1,000 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000
Increaseinenrolmentrate(%point)
Net annual cost per newly enrolled child (TL)
Most cost effective
Least cost effective
Revenue
generating
High cost,
high enrolment
High cost,
Low enrolment
Low cost,
High enrolment
Low cost,
Low enrolment
48. Cost Effectiveness and Benefit Incidence
Most cost effective
Least cost effective
Revenue
generating
High cost,
high enrolment
High cost,
Low enrolment
Low cost,
High enrolment
Low cost,
Low enrolment
Scenario 1
Scenario 2A
Scenario 2B
Scenario 3
Scenario 4A
Scenario 4B
Scenario 5
0
2
4
6
8
10
12
-2,000 -1,000 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000
Increaseinenrolmentrateforthebottom40%
(%point)
Net annual cost per newly enrolled child (TL)
49. Conclusions on use of model
• The mechanism for the delivery of a child care
subsidy matters for results in terms of benefit
incidence and cost effectiveness.
• Targeting “poor households” may not be the
most pro-poor way of expanding services or
subsidizing child care - in fact the poor children
benefit more in absolute terms when they are
not targeted in the case of Turkey.
• Applications of the methodology to other country
contexts is possible. Both supply and demand
side data are needed to establish the simulation
model and results.
51. Acknowledgments
51
This study was supported by the Swedish International
Development Cooperation Agency (SIDA). The authors would like
to thank Rıdvan Kurtipek, Yıldız Yapar, Pınar Özel Ucuzal and
Dilek Okkalı Şanalmış (Turkey Ministry of Development); Burcu
Ertuğrul and Fatih Kaynar (Turkey Ministry of Education); Güler
Özdoğan, Akın Yumuş and Fatma Küçükbaşol (Turkey Ministry of
Family and Social Policies); Facundo Cuevas (The World Bank);
Öykü Uluçay and Tomas Bergenholtz (Swedish Consulate) for
comments and guidance received during methodology review
meetings held in Ankara in February-March 2016.
52. Suggested Citation for this Work
52
Aran, Meltem A. and Munoz Boudet, Ana Maria and
Aktakke, Nazli, Building an Ex Ante Simulation Model for
Estimating the Capacity Impact, Benefit Incidence, and
Cost Effectiveness of Child Care Subsidies: An
Application Using Provider-Level Data from Turkey
(December 14, 2016). World Bank Policy Research
Working Paper No. 7917. Available at SSRN:
https://ssrn.com/abstract=2885545
Editor's Notes
Rate for Turkey is from the Ministry of Education’s National Education Statistics 2015/16, gross enrolment rate for 3-5 year olds. Rates for OECD and the EU are from World Bank, World Development Indicators (gross enrolment ratio, pre-primary, both sexes (%))
In the questionnaire we have asked the respondents three standards that are most difficult to comply with for their school. Listed are the percentage of MoNe private schools that have responded with the written standards.
In the model we assume that,
Investment grants have an impact on enrolments only through their impact on capacity,
The vouchers have an impact on enrolments through increasing affordability of the services for households while they do not have an impact on capacity in the short run
The operational grant has an impact on enrolments both through its impact on enhanced capacity and through its impact on affordability
This comes from Stata calculation directly. This school is the one with Anketno=3989.
Using "$dofiles_supply\Data Analysis - Supply Side Simulations - Net Present Value - Demand side sc1 v2.do"
Average capacity of a center is taken as 50
The highest level of new enrolments are observed in the set of scenarios that include investment grants and operational grants together (Scenario 4A and 4B) and providing operational grants without price cap (Scenario 2A).
Providing only demand side vouchers to families (Scenario 3) has a minimal impact on enrolments.
In the scenarios where there are no price caps, the newly created capacity accrues regressively and benefits the higher income quintiles disproportionately.
In the scenarios with the operational and investment grants implemented together (scenario 4A) without the price cap, 30.3 percent of capacity generated is utilized by children in the bottom 40% of the distribution as opposed to 39.9 percent in the scenario with the price cap (Scenario 4B).
Revenue generating scenario (Scenario 1 – Investment Grant Scenario): The investment grant scenarios have little impact on enrolments and hence are not advised to be applied on their own if the intention is to expand services and increase enrolments – though if they are provided on their own they are likely to have a positive impact on the budget in the medium term.
Least Cost Effective scenario: (Scenario 3 – Only voucher scenario): The scenario that uses vouchers only without an investment support, is the most expensive scenario in the analysis in terms of per child enrolled. The vouchers do not address the most binding capacity problem in the child care sector in the country.
Most Cost Effective scenarios (Scenarios 2A, 4A and 4B – Investment and Operational Grants with or without Price Cap and only operational grant without price cap): The most cost effective scenarios in terms of budget spent per child enrolled are Scenarios 2 and 4 where the operational grants are provided solo or together with investment grants.
When a price cap is introduced the benefit incidence accrues more to the poor households.
Hence Scenario 4B where operational grants are provided together with investment grants and with a price cap is the most cost-effective and pro-poor scenario in terms of benefit incidence.
Overall, these are the most cost effective and hence most recommended scenarios in the simulation – whereby the twin goals of attaining higher capacity and enrolments are also matched with a concern for lower costs per child and a pro-poor distribution.