Manajemen Satuan PAUD ditinjau dari Standar Pengelolaan dalam Peningkatan Mutu Kelembambagaan

In improving the quality of education there is an important part that must be considered one of which is the accreditation of education. The quality of educational institutions can be measured through assessment indicators in accreditation instruments that contain 8 national education standards. data from BAN PAUD and PNF of West Java Province on the achievement of accreditation in 2018 as many as 111 early childhood education Unit with 8 National Standards Standard Levels of Child Development Achievement 31.65%, Content Standards 74, 77%, Process Standards 61, 98, Standards for Educators and Staff Education 82, 48%, Infrastructure Standards 71, 92%, Management Standards 54.88%, Financing Standards 65.54% and Standard Assessment 55.29%. From these data the need for auditing management in improving quality and seeing the readiness of the Institute to accreditation. The research objective is to a. Reviewing how early childhood education Unit management is viewed from Management Standards to improve Institutional quality, b. Knowing the results of Institutional quality improvement. C. Analyze the problems faced by the Principal / early childhood education Unit Manager in early childhood education Unit management in terms of Management Standards to improve Institutional quality. d. Knowing the future improvement efforts carried out by the early childhood education Unit and the Office of Education in improving Institutional quality. The results of Research Managers compile Vision and Objectives in accordance with the potential of institutions and the environment of early childhood education institutions and make work plans related to 8 standards adjusted to budget plans that will be accepted. Coaching is carried out regularly by the Oversight and Foundation and Managers and teachers are included in the training activities

Infant emotionality moderates relations between maternal parenting in early childhood and children's reactivity and effortful control at 54 months: Differential susceptibility or gene-environment dual risk vulnerability

Thesis (Ph.D.) - Indiana University, School of Education, 2009The current study utilizes data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (Research Triangle Institute, 2002) to explore the moderating effect of infant emotionality (i.e., emotional intensity and negative mood) on maternal emotional support (i.e., responsivity and rejection) during early childhood predicting childhood levels of reactivity and effortful control. A primary aim of the current investigation was to determine if moderated effects were better accounted for by one of two explanatory models: gene-environment dual risk vulnerability or differential susceptibility. Predicting later levels of childhood reactivity, infants with high levels of emotional intensity were more vulnerable to maternal rejection than infants with low levels of emotional intensity. Predicting later levels of childhood reactivity and effortful control, infants with high levels of negative mood were more vulnerable to maternal rejection than infants with low levels of negative mood. The above findings are in support of gene-environment dual risk vulnerability. Findings are discussed in light of other results in support of differential susceptibility, as well as limitations to the current study and areas of future research

Exploring the Value of the Bachelor\u27s Degree for Teachers in the Early Childhood Education Field: A Research Synthesis

The implementation of standardized testing has changed education in the United States resulting in a content ripple effect from the higher grades down to preschool-aged children. To match that ripple effect early childhood education can be evaluated and reformed accordingly by exploring many factors that make up the early childhood education system. This manuscript addressed one factor, early childhood teacher preparation, through a synthesis of literature related to the potential benefits of earning a Bachelor of Science degree in Early Childhood Development and Education, or a BS. The theories of early brain development were explored first and then studies of the social components affecting an Early Childhood Educator\u27s, or ECE\u27s, choice in teacher preparation were reviewed. The review then defined and compared the Child Development Associate or CDA, the Associate of Arts degree, or AA, and the BS. Professional recommendations and standards according to the National Association for Young Children, or NAEYC were included to understand how valuable the BS is to these trend setters of the field. The review then explored how the BS is currently being used nationally in a state-funded program known as VPK, utilizing the National Institute for Early Education Research, or NIEER. This data provided a snapshot of the national demand for the BS in the early childhood field. The pay disparities were then correlated with levels of education and compared with primary and upper grade compensation. The final value explored was research of how the BS directly affected results of the quality in the early childhood classroom and teacher-child interactions. These studies used two quality rating scales, the ECERS and CLASS, which were defined and compared. The findings of the synthesized literature review provided understanding of a young field that is growing and implies where further research and change could happen to match the effects of an evolving education system in the United States of America

Developing the National Early Childhood Development Researchable Data Set

Outlines the processes undertaken towards establishing the National Early Childhood Development Researchable Data Set, which aims to link health and education data, using both jurisdictional and national data sources. Summary This report describes the processes undertaken from 2011-13 towards the development of an ongoing National Early Childhood Development Researchable Data Set (NECD RDS). This data set is intended to foster research across the sectors of early childhood development, education and care, health, and human services. The Australian Institute of Health and Welfare (AIHW) has documented the processes and protocols required to access and link multiple health and education data sets from jurisdictional and national data sources in order to develop an ongoing, linked national data set. The main aim of the NECD RDS is to provide an evidence base on early childhood development in Australia by providing data on all children in Australia, including those who move between states and territories. The NECD RDS aims to contain data on large enough numbers of children to permit robust analyses of outcomes for particular population groups (such as Indigenous children or children from non-English speaking backgrounds), and to analyse the impacts of particular policies and programs within and between states and territories. The development of this type of ongoing national linked data set in Australia is relatively new, and the processes for doing so are continuously evolving as new challenges are encountered. This report describes and discusses the complexities and barriers to obtaining data across health and education sectors, at both the national and jurisdictional levels. The AIHW gained further insight into the privacy and legislative constraints. These included the complexities of processes around ongoing receipt of data, how data could be made available to external researchers and how to navigate the multiplicity of approval processes for ethics committees and data custodians for both construction of the NECD RDS and for allowing subsequent access to government and non-government agencies and researchers. The initial development of this data set revealed differences between jurisdictions, both in their data linkage capabilities and in the processes required to approve data release, including different ethics committee requirements. These issues can create barriers to obtaining cross-sectoral data-in this case, health and education data. A researchable data set at national level provides a unique challenge for Australia, as well as many opportunities. A data set such as the NECD RDS has the potential to strengthen the evidence base for child development outcomes, allowing the development of sound policies and programs. It would also enhance the current efforts in extending data linkage networks at both jurisdiction and national levels, and ensure that Australia is at the forefront of research developments in this area

Operational Cost Requirements Analysis in Early Childhood Education

The government is attempting to obtain the access of Early Childhood Education pro- grams providing educational assistance. Unfortunately, the government has spent funds to calculate the unit costs that should not occur in the real world of education. In consequence, the aims of this study are to (1) calculate the amount of operational unit costs for Early Childhood Education pro- grams, and (2) enumerate variations and projections of the amount of the operational unit costs in Early Childhood Education programs by region category. This study uses quantitative data with pop- ulation of all Early Childhood Education institutions in Indonesia. The unit of analysis of this re- search is Early Childhood Education institutions consisting of kindergarten, Playgroup, Daycare, and ECCD units. The findings are that the highest operating unit cost is in TPA because there is a full day of service. Next is a Kindergarten institution because at this institution already has a special curriculum to prepare the child proceed to the level of basic education. Then the unit cost is the highest area in the eastern region. Recommendation in determining the amount of financial assistance it is necessary to consider the amount of operational unit costs so that the purpose of providing fi- nancial assistance is to improve access and quality can be achieved. Keywords: Early Childhood Education, Operational Unit Cost, Fund Aid Reference Afmansyah, T. H. (2019). Efektifitas Dan Efisiensi Pembiayaan Pendidikan. INA-Rxiv Paper. https://doi.org/10.31227/osf.io/5ysw4 Akdon. (2015). Manajemen Pembiayaan Pendidikan. Bandung: PT Remaja Rosdakarya. Aos, S., & Pennucci, A. (2013). K–12 CLASS SIZE REDUCTIONS AND STUDENT OUTCOMES: A REVIEW OF THE EVIDENCE AND BENEFIT–COST ANALYSIS. Washington State Institute for Public Policy, (13), 1–12. Azhari, U. L., & Kurniady, D. A. (2016). Manajemen Pembiayaan Pendidikan, Fasilitas Pembelajaran, Dan Mutu Sekolah. Jurnal Administrasi Pendidikan, 23(2). Belsky, J., Steinberg, L., & Draper, P. (1991). Childhood experience, interpersonal development, and reproductive strategy: An evolutionary theory of socialization. Child Development, 62(4), 647. Bijanto. (2018). Mengakreditasi PAUD dan PNF. Retrieved from https://banpaudpnf.kemdikbud.go.id/berita/mengakreditasi-paud-dan-pnf Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., Nakajima, N., & Pradhan, M. (2017). The role of preschool quality in promoting child development: evidence from rural Indonesia*. European Early Childhood Education Research Journal, 25(4), 483–505. https://doi.org/10.1080/1350293X.2017.1331062 Campbell-Barr, V. (2019). Interpretations of child centred practice in early childhood education and care. Compare, 49(2), 249–265. https://doi.org/10.1080/03057925.2017.1401452 Chandrawaty, Ndari, S. S., Mujtaba, I., & Ananto, M. C. (2019). Children’s Outdoor Activities and Parenting Style in Children’s Social Skill. Jurnal Pendidikan Usia Dini, 13(November), 217–231. https://doi.org/https://doi.org/10.21009/JPUD.132.02 Chrystiana, N., & Alip, M. (2014). Komponen Biaya Dan Biaya Satuan Operasi Pendidikan Taman Kanak-Kanak (Studi Kasus Di 3 Taman Kanak-Kanak). Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 70–80. https://doi.org/10.21831/amp.v2i1.2410 Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank http://ideas.repec.org/b/wbk/wbpubs/22376.html Publications. Retrieved from Firdaus, N. M., & Ansori, A. (2019). Optimizing Management of Early Childhood Education in Community Empowerment. Journal of Nonformal Education, 5(1), 89–96. https://doi.org/10.15294/jne.v5i1.18532 Harris, D. N. (2009). Toward policy-relevant benchmarks for interpreting effect sizes: Combining effects with costs. Educational Evaluation and Policy Analysis, 31(1), 3–29. https://doi.org/10.3102/0162373708327524 Hasan, A., Jung, H., Kinnell, A., Maika, A., Nakajima, N., & Pradhan, M. (2019). Built to Last Sustainability of Early Childhood Education Services in Rural Indonesia. Retrieved from http://www.worldbank.org/prwp. Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the HighScope Perry Preschool Program. Journal of Public Economics, 94(1–2), 114– 128. https://doi.org/10.1016/j.jpubeco.2009.11.001 Hollands, F., Bowden, A. B., Belfield, C., Levin, H. M., Cheng, H., Shand, R., ... Hanisch-Cerda, B. (2014). Cost-Effectiveness Analysis in Practice: Interventions to Improve High School Completion. Educational Evaluation and Policy Analysis, 36(3), 307–326. https://doi.org/10.3102/0162373713511850 Howard, S. J., & Melhuish, E. (2017). An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of Psychoeducational Assessment, 35(3), 255–275. https://doi.org/10.1177/0734282916633009 Institute of Medicine (Author), National Research Council (Author), Division of Behavioral and Social Sciences and Education (Author), and Families Board on Children, Youth (Author), C. on S. B.-C. M. for the E. of E. C. I. (Author). (2009). Strengthening Benefit-Cost Analysis for Early Childhood Interventions: Workshop Summary (A. Beatty, Ed.). Washington DC: National Academies Press. Keith, R. s. (2018). The Cost of Inequality: The Importance Of Investing In High Quality Early Childhood Education Programs (University of Colorado Springs; V ol. 53). https://doi.org/10.1017/CBO9781107415324.004 Lamy, C. E. (2014). American Children in Chronic Poverty: Complex Risks, Benefit-Cost Analyses, and Untangling the Knot. United Kingdom: Lexington Books; Reprint edition. Levin, by H. M., McEwan, P. J., Belfield, C. R., Bowden, A. B., & Shand, R. D. (2017). Economic Evaluation in Education: Cost-Effectiveness and Benefit-Cost Analysis (Third Edit). California: Sage Publication. Levin, H. (2001). Waiting for godot: Cost-effectiveness analysis in education. New Directions for Evaluation, 2001(90), 55–68. https://doi.org/10.1002/ev.12 Lovchinov, V. A., Mädge, H., & Christensen, A. N. (1984). On the thermodynamic properties of Vnx. In Materials Letters (Vol. 2). https://doi.org/10.1016/0167-577X(84)90080-6 Mujahidun. (2016). Pmerataan Pendidikan Anak Bangsa: Pendidikan Gratis Versus Kapitalisme Pendidikan. Tarbiyatuna, 7(1), 38–52. Nakajima, N., Hasan, A., Jung, H., Brinkman, S., Pradhan, M., & Angela Kinnel. (2016). Investing in school readiness : an analysis of the cost-effectiveness of early childhood education pathways in rural Indonesia. World Bank Research Working Paper, (September), 1–45. Retrieved from http://documents.worldbank.org/curated/en/656521474904442550/Investing-in-school- readiness-an-analysis-of-the-cost-effectiveness-of-early-childhood-education-pathways-in- rural-Indonesia Pidarta, M. (2013). Landasan Kependidikan Stimulus Ilmu Pendidikan Bercorak Indonesia. Jakarta: Rineka Cipta. SISDIKNAS, U. (2003). Undang-undang Sisdiknas No 20 Tahun 2003. (1). Suyadi, S. (2017). Perencanaan dan Asesmen Perkembangan Pada Anak Usia Dini. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 1(1), 65–74. Retrieved from http://ejournal.uin-suka.ac.id/tarbiyah/index.php/goldenage/article/view/1251 Tedjawati, J. M. (2013). Pendanaan Pendidikan Anak Usia Dini. Jurnal Pendidikan Dan Kebudayaan, 19(3), 346. https://doi.org/10.24832/jpnk.v19i3.294 UNESCO. (2013). Why every child deserves a quality education. 1–16. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000223826 West, A., & Noden, P. (2019). ‘Nationalising’ and Transforming the Public Funding of Early Years Education (and care) in England 1996–2017. British Journal of Educational Studies, 67(2), 145–167. https://doi.org/10.1080/00071005.2018.1478058 West, A., Roberts, J., & Noden, P. (2010). Funding Early Years Education And Care: Can A Mixed Economy Of Providers Deliver Universal High Quality Provision? British Journal of Educational Studies, 58(2), 155–179. https://doi.org/10.1080/0007100090352085

Katalin Forrai and the Development of the Kodály Concept in Early Childhood Music Education

Hungary developed one of the most effective music education systems known as the Kodály Concept, an approach that has been recognized internationally since the 1960’s. Many people know of Zoltán Kodály (1882-1967), the man who instigated these pedagogical ideas, but few know of Katalin Forrai (1926-2004), a student of his who became an international figure, sharing the Kodály Concept around the world. Forrai is one of the most recognized early childhood music educators who devoted her entire professional life to music education. She was able to effectively establish the field of early childhood music education in Hungary and throughout the world. She was a preschool music teacher her entire career and she worked for the Hungarian National Pedagogical Institute, where she developed the national curriculum for the music education of children between the ages of three and six. Forrai also worked at the National Methodological Institute of Nurseries, where she conducted research concerning the musical development of children, three years of age and under. She was active in several music organizations in Hungary, including the Hungarian Music Council for which she served as president. She received numerous awards for her outstanding work, including the Apáczai Csere János Prize, the highest award in Hungary given for unparalleled teaching activity. Forrai presented lectures and workshops around the world, beginning in 1964, when she first presented a demonstration workshop in Budapest at the Sixth International Society for Music Education (ISME) conference. Altogether, she gave at least 136 presentations in twenty-six countries, was active and held positions of leadership in international music education organizations, serving as vice-president of the International Kodály Society (IKS), president of ISME, and founder of ISME’s Early Childhood Commission. Katalin Forrai developed her own international following as she adapted the philosophical principles of the Kodály Concept to establish the field of early childhood music education

Best Practice in Early Childhood Development Financial Governance: A Case Study in Indonesia Villages

Early childhood development (PAUD) is a fundamental investment that is included in the Sustainable Development Goals (SDGs). Previous research has shown that ECD investment in Indonesia, and its financial governance remains a challenging issue. Through a qualitative approach to a case study method design, this study aims to examine the state of PAUD financial management in Panggungharjo Village, Yogyakarta. This study uses in-depth interviews and desk research as data collection techniques. The instrument was developed from the SABER-ECD World Bank Assessment and ECD Financial Profiling Tools. The results showed that PAUD financial management in established villages had innovative financing, budget management and institutional development resulted in a blueprint for managing PAUD financing in other villages in Indonesia. Important policy objectives in all aspects, including the legal framework, cross-sectoral coordination, program coverage, coverage, equity, data availability, quality standards, and compliance with standards, the vision of financing early childhood development will be more achievable for future research. Keywords: Early Childhood, Financial Governance, Village References: Alatas, H., Brinkman, S., Chang, M. C., Hadiyati, T., Hartono, D., Hasan, A., Hyson, M., Jung, H., Kinnell, A., Pradhan, M., & Roesli, R. (2013). Early childhood education and development services in Indonesia. In Education in Indonesia (pp. 82–108). Institute of Southeast Asian Studies. Ambang.Yudanto. (2019). Analisis Kepemimpinan Transformasional Kepala Desa dalam Pengelolaan Badan Usaha Milik Desa: Studi Kasus Bumdes Panggung Lestari, Bantul [Analysis of Village Head Transformational Leadership in Village Owned Enterprise Management: A Case Study of Bumdes Panggung Lestari, Bantul]. The Journal of Business and Management. Antlöv, H., Wetterberg, A., & Dharmawan, L. (2016). Village Governance, Community Life, and the 2014 Village Law in Indonesia. Bulletin of Indonesian Economic Studies, 52(2), 161–183. https://doi.org/10.1080/00074918.2015.1129047 Aqsati, F. A. (2018). Pengelolaan Alokasi Dana Desa untuk Pengembangan Pembedayaan Masyarakat di Desa Panggungharjo [Management of Village Fund Allocation for Community Empowerment Development in Panggungharjo Village]. Resolusi: Jurnal Sosial Politik. Astuti, S. J. W., & Suaedi, F. (2019). Building Independent Villages through Collaborative Governance by Village-Owned Enterprises (Best Practice from Panggungharjo Village, Central Java, Indonesia). Iapa Proceedings Conference, 265. https://doi.org/10.30589/proceedings.2018.200 Basuki, A. F., Setyowati, K., & Wahyunengseh, R. D. (2019). Accountability Model of Financial Management in the Public Sector: A Study on Panggungharjo Village Budget. Bisnis & Birokrasi Journal. https://doi.org/10.20476/jbb.v26i1.10312 Bauhr, M., & Nasiritousi, N. (2013). Resisting Transparency: Corruption, Legitimacy, and the Quality of Global Environmental Policies. Global Environmental Politics, 13(August), 46–64. https://doi.org/10.1162/GLEP Bloom, N., Van Reenen, J., & Williams, H. (2019). A toolkit of policies to promote innovation. Voprosy Ekonomiki, 2019(10), 5–31. https://doi.org/10.32609/0042-8736-2019-10-5-31 Boggild-Jones, I., Gardiner, S., Gustafsson-Wright, E., Castillo, A. M., Castro Espinosa, B., Sánchez Vázquez, G., Rivera Ruíz, M., Hetzel, O., Lugo, H., Khan, A., Mozambique, F., Duarte, S., Fisker, A., Mozambique, A., Briggs, C., Kasajja, M.-S., Anis, K., Campira, P., Figia, N., … Njoroge, S. (2017). Emily Gustafsson-Wright the Standardized Early Childhood Development Costing Tool (SECT) A Global Good to Increase and Improve Investments in Young Children. Brinkman, S. A., Hasan, A., Jung, H., Kinnell, A., & Pradhan, M. (2017). The impact of expanding access to early childhood education services in rural Indonesia. Journal of Labor Economics, 35(S1), S305–S335. https://doi.org/10.1086/691278 Britto, P. R., Engle, P. L., & Super, C. M. (2013). Handbook of Early Childhood Development Research and Its Impact on Global Policy. In Handbook of Early Childhood Development Research and Its Impact on Global Policy. https://doi.org/10.1093/acprof:oso/9780199922994.001.0001 Cardenas, M., & Cadena, A. M. (2020). How to prioritize Early Childhood? A note on the recent expeerience in Columbia. May 2020. Denboba, A., Hasan, A., & Wodon, Q. (2015). Early Childhood Education and Development in Indonesia. In World Bank Publications. Edi, A. C., & Wardhani, I. S. (2019). Transformational and Transactional Leadership, Understanding How Leadership Cultivates Democratic Citizenship in Panggungharjo, Bantul, Yogyakarta. PCD Journal, 6(2), 239. https://doi.org/10.22146/pcd.35229 Hasan, Amer., Hyson, Marilou., & Chu-Chang, M. (2013). Early childhood education and development in poor villages of Indonesia: Strong foundations, later success. World Bank. Istiqomah, L. (2016). Tiga Pilar Kebijakan Pemerintah dalam Pembinaan PAUD. Golden Age [Three Pillars of Government Policy in Early Childhood Education. Golden Age]: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini. Jeffrey, D. S., & Guido, S. T. (2014). Financing Sustainable Development: Implementing the SDGs through Effective Investment Strategies and Partnerships. Sustainable Development Solutions Network. Juniar, T. (n.d.). Efektivitas Program Kartu Jakarta Pintar (KIP) Dan Manfaatnya Dalam Meningkatkan Kesejahteraan Sosial Di SDN Bintaro 08 Pagi Jakarta Selatan [The Effectiveness of the Jakarta Smart Card (KIP) Program and Its Benefits in Improving Social Welfare at SDN Bintaro 08 Pagi South Jakarta]. Repository.Uinjkt.Ac.Id. Klees, S. J., Ginsburg, M., Anwar, H., Robbins, M. B., Bloom, H., Busacca, C., Corwith, A., Decoster, B., Fiore, A., Gasior, S., Le, H. M., Primo, L. H., & Reedy, T. D. (2020). The World Bank’s SABER: A Critical Analysis. Comparative Education Review. https://doi.org/10.1086/706757 Kurniawati, S., Suryadarma, D., Bima, L., & Yusrina, A. (2018). Education in Indonesia: A white elephant? Journal of Southeast Asian Economies, 35(2), 185–199. https://doi.org/10.1355/ae35-2e Magnuson, K., & Duncan, G. J. (2016). Can early childhood interventions decrease inequality of economic opportunity? Rsf, 2(2), 123–141. https://doi.org/10.7758/rsf.2016.2.2.05 Mizwar Hasyim, N. (2019). Peningkatan Kemandirian Desa Panggungharjo Melalui Komunikasi Pembangunan [Increasing the Independence of Panggungharjo Village through Development Communication]. Jurnal Pemberdayaan Masyarakat: Media Pemikiran Dan Dakwah Pembangunan, 3(2), 352–376. https://doi.org/10.14421/jpm.2019.032-06 Nakajima, N., Hasan, A., Jung, H., Kinnell, A., Maika, A., & Pradhan, M. (2021). Built to Last: Sustainability of Early Childhood Education Services in Rural Indonesia. Journal of Development Studies, 57(10), 1593–1612. https://doi.org/10.1080/00220388.2021.1873283 National Academies of Sciences Engineering and Medicine. (2018). Transforming the Financing of Early Care and Education. In Transforming the Financing of Early Care and Education. The National Academies Press. https://doi.org/10.17226/24984 Penner, E. K., Rochmes, J., Liu, J., Solanki, S. M., & Loeb, S. (2019). Differing views of equity: How prospective educators perceive their role in closing achievement gaps. Rsf, 5(3), 103–127. https://doi.org/10.7758/RSF.2019.5.3.06 Pratama, R. N., & Pambudi, A. (2017). Kinerja Badan Usaha Milik Desa Panggung Lestari dalam Meningkatkan Pendapatan Asli Desa di Desa Panggungharjon Kecamatan Sewon Kabupaten Bantul [Performance of Panggung Lestari Village-Owned Enterprises in Increasing Village Original Income in Panggungharjon Village, Sewon District, Bantul Regency]. Adinegara. Sayre, R. K., Devercelli, A. E., Neuman, M. J., & Wodon, Q. (2015). Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. In Investing in Early Childhood Development: Review of the World Bank’s Recent Experience. https://doi.org/10.1596/978-1-4648-0403-8 Scheerens, J. (2015). School Effectiveness Research. In International Encyclopedia of the Social & Behavioral Sciences: Second Edition (Second Edition, Vol. 21). Elsevier. https://doi.org/10.1016/B978-0-08-097086-8.92080-4 Suryadarma, D., & Jones, G. W. (2013). Education in Indonesia. Education in Indonesia, 39(3), 1–278. The World Bank. (2013). What Matters Most for Early Childhood Development: A Framework Paper. Systems Approach for Better Education Results (SABER) Working Paper Series, 4–59. Vegas, E., & Santibanez, L. (2009). The Promise of Early Childhood Development in Latin America. In The Promise of Early Childhood Development in Latin America. https://doi.org/10.1596/978-0-8213-7759-8 Zúñiga, N. (2018). U4 Anti-Corruption Helpdesk Does: Does more transparency improve accountability? Transparancy International, 1–13. &nbsp

Growth in Child Executive Function and Maternal Depressive Symptoms: Maternal Sensitivity as a Mediator

Education and Human Ecology: 3rd Place (The Ohio State University Edward F. Hayes Graduate Research Forum)This study examined the mediating role of maternal sensitivity in the links between trajectories of maternal depressive symptoms and developmental trajectories of child executive function (EF). Participants were 1,364 children and their mothers from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development date set. Maternal depressive symptoms (from 6 months through grade 5) and sensitivity (from 36 months grade 5) decreased over time, while child EF (from grade 1 to 5) increased over time. Mediation effects were found: first, low levels of maternal depressive symptoms at 6 months predicted high levels of child EF at grade 1 through increased levels of maternal sensitivity at 36 months; and second, lower levels of maternal depressive symptoms at 6 months were associated with greater growth in child EF through higher levels of maternal sensitivity at 36 months. The results suggest that maternal depressive symptoms in early childhood are important for children’s EF growth in middle childhood, and furthermore, maternal sensitivity is suggested to serve a mechanism linking the associations between early maternal depressive symptoms and child executive function growth.A one-year embargo was granted for this item

Development of a national education and training data standards strategy and implementation plan

The Australian Institute of Health and Welfare developed a national data standards strategy and implementation plan to enhance the comparability, quality and coherence of information across the Australian education and training sectors, including early childhood education, school education, vocational education and training (VET) and higher education. This project report summarises the activities and process undertaken over 12 months from October 2013 to develop the strategy and implementation plan. Background The Australian Institute of Health and Welfare (AIHW) undertook a project in 2013-14 to develop a national data standards strategy and implementation plan to enhance the comparability, quality and coherence of information across the education and training sectors, including early childhood education, school education, vocational education and training (VET) and higher education. The project was divided into 3 phases. Phase 1: Establishment of scope Phase 1 primarily involved defining the scope of the project, including the data collections and data items in scope of the national data standards strategy. This phase also involved a review of the preliminary work that formed the basis of the project and the development of a strategy to guide consultation and communication with stakeholders. Phase 2: Review of data collections Phase 2 involved an extensive data mapping exercise to review the consistency and alignment of data items with existing national data standards and to identify data gaps. Questionnaires were developed and circulated to data custodians and other stakeholders to collect detailed information on reporting outputs, existing plans for data standards improvements, revisions to enhance comparability in data standards, and opportunities for improvements based on data collection cycles and data linkage capability. These processes informed broad recommendations and the identification of priorities (including priority data items) for the national data standards strategy. Phase 3: Development of the national data standards strategy Phase 3 involved developing the national data standards strategy and implementation plan. This was informed by the priorities identified in Phase 2 of the project and the collection and synthesis of extra information. This phase also included preparing a project report to document the process and background information used to inform the strategy and implementation plan (this report). Project finalisation The national data standards strategy and implementation plan were provided to the Data Strategy Group (DSG) in 2014 for consideration as part of the DSG forward work program. The strategy provided a vision and goal for education and training data, and priority areas to achieve these. The implementation plan outlined specific projects and resources in each priority area. It identified opportunities for improvements to national standards in the short, medium and long term, taking into consideration the potential benefits to be gained and relevance to policy priorities, the level of work needed to implement changes, and the level of priority assigned by data custodians and stakeholders

Human Capital Production in Childhood: Essays on the Economics of Education

The skills demanded in the labor market have changed (see, e.g., Acemoglu & Autor 2011).1 Just as technological innovations have increased demand for workers capable of performing non-routine and complex tasks, demand for routine work has declined (Autor et al. 2003, Spitz-Oener 2006). Since lifelong learning can help individuals develop resilience and adapt to adverse shocks in changing labor markets, it is important to learn more about the best ways to support such learning.2 Skill formation starts in childhood, as does lifelong learning. By investing early, and with the support of teachers and caregivers, we can equip children with a strong foundation for further development (National Research Council Institute of Medicine 2000). Societies can invest in skill formation by improving the quality of children’s environments. Indeed, the home environment, early childhood education and care (ECEC) centers, and schools can all affect children’s skill formation (Almond & Currie 2011, Blau & Currie 2006, Cunha et al. 2006, Hanushek & Rivkin 2006, Heckman & Mosso 2014). This influential role of the environment has implications for policy because it suggests a role for investments that enhance its quality. Yet gathering evidence on environmental factors that affect skill formation is no simple task, and much remains to be learned about the relevant processes. This thesis focuses on three key questions: First, what is the best way to gain a better understanding of how children acquire new skills? Econometric tools have been developed to evaluate the effectiveness of environmental factors that affect skill formation. However, these tools cannot be employed unless children are observed at equally spaced intervals. Second, which of the many possible skills should investments focus on? During early childhood, it is best to target skills that promote a child’s further development, and in the context of the crucial transition from preschool to primary school, these could be skills that help prepare children for success in school. Third, once certain skills have been nurtured during early childhood, how can we provide effective education to sustain and build on this foundation? Although we know that teachers play a key role in education, much remains to be learned about what makes teachers effective. By addressing these questions, this thesis seeks to deepen our understanding of the processes driving skill formation in childhood, yielding new and better insights into public policy design