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    • Please use this identifier to cite or link to this item: http://ecde.aau.edu.et/jspui/handle/123456789/252
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    DC FieldValueLanguage
    dc.contributor.authorNational Educational Assessment and Examinations Agency (NEAEA)-
    dc.date.accessioned2022-03-07T14:23:43Z-
    dc.date.available2022-03-07T14:23:43Z-
    dc.date.issued2018-
    dc.identifier.urihttp://ecde.aau.edu.et/jspui/handle/123456789/252-
    dc.descriptionThis System Diagnostic Report is concerned with identifying these challenges, particularly as they pertain to O-Class, and it does so through a systems lens. This approach focuses on the incentives and barriers faced by individuals during the design and implementation of programmes, and how this influences equitable service delivery, at scale. The report combines findings from Early Learning Partnership (ELP) Phase 1 research in Ethiopia, which come together in the identification of three ‘levers for reform’. We suggest that these levers may serve as entry points under which specific policy options can improve readiness to learn in school, equitably and cost effectively at scale. They also serve as starting points for future research efforts in Ethiopia’s early learning system.en_US
    dc.description.abstractTo identify challenges and guide the delivery of quality, equitable early learning at the system level in Ethiopiaen_US
    dc.description.sponsorshipEDRI (Ethiopian Development Research Institute), InEHD, and REAL (Research for Equitable Access and Learning)en_US
    dc.language.isoenen_US
    dc.publisherEDRI (Ethiopian Development Research Institute), InEHD, and REAL (Research for Equitable Access and Learning)en_US
    dc.subjectmeasurment Toolen_US
    dc.subjectmechanisms for enhancing qualityen_US
    dc.titleEarly learning in Ethiopia :equitable access and learningen_US
    dc.typeWorking Paperen_US
    Appears in Collections:Assessment/Measurement Tool, measuring children’s learning, diagnostic / screening tool

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