SlideShare a Scribd company logo

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

•
•
EduSkills OECD
EduSkills OECD

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

1 of 12
Download to read offline
10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland OECD ECEC Team Directorate for Education, OECD
Research can be an influential tool to inform policy & practice. It plays a key role in: • Identifying the success or failure of programmes • Prioritising important areas for investment • Informing practices through evidence • Explaining how children grow, ensuring healthy child development
Example. Policy Implications of Meta Analysis • To improve cognitive and schooling outcomes, ECEC have largest effects. • To improve health outcomes, nutrition provision and cash benefits have larger effects than ECEC. Comparison of Effect Sizes Nutrition Cash ECEC Incentives Cognitive .26 .17 .35 Social .46* .21 .27 Schooling .11 --- .41 Health .38 .38 .23 Percent of 1 standard deviation Note: *only 1 study in this category. Source: Nores and Barnett (2010).
3 common challenges are being reported. Challenge 1: Need for more evidence on the effects of ECEC and cost-benefit analysis • More data on costs and financing, and policy/programme evaluations • Balance between quantitative and qualitative research Quantitative – consolidating facts, comparing the effectiveness of different programme types/ pedagogical strategies • Descriptive statistics, correlational studies, experimental/ quasi- experimental research, cost-benefit analysis, etc. Qualitative – informing practices with local values and democracy • Case studies, ethnography, narratives, observations, interviews, etc.
Country responses Setting out research frameworks with sustained funding to support long-term policy goals • Launching a longitudinal study at the national/regional level (See Table) • Establishing a national/regional body dedicated to ECEC research KOR, AUS, CAN (Manitoba) • Contracting research to inform policy and practice CAN (BC), ENG, FIN, IRL, KOR, NOR, POR,GRB
Example. Longitudinal Studies • The oldest longitudinal studies were launched in the United States. • The first study measuring the impact of participation in preschool on child outcomes dates back to the High/Scope Perry Preschool Project, which started in 1962. The sample size of this study was small, with only 123 children. • Other frequently cited studies include: Starting Name of programme/ study Sample year size 1970s Abecedarian Programme 107 1980s Chicago Child Parent Centres 1,539 1990s Cost, Quality, and Outcomes Study 826 NICHD Study of Early Child Care and Youth 1,364 Development 2000s Head Start Impact Study 4,667 Early Childhood Longitudinal Studies - Birth cohort 14,000
• Since 1990s, a growing number of other countries have launched longitudinal studies: • Examples include: 1990s- Country Name of programme/ study Sample size ENG Effective Provision of Pre-School Education 3,000 CAN Canadian Longitudinal Survey of Children and 6,685 Youth DEN Danish Longitudinal Survey of Children 5,000 NZL Competent Children: Competent Learners 500
2000s- AUS Growing Up in Australia 1st cohort 5,000 SCO Growing up in Scotland 1st cohort 8,000 IRL Growing up in Ireland infant 11,100 KOR Panel Study of Korean Children 2,078 NZL Growing Up In New Zealand 7,000 NLD Pre-COOL 2,000 NOR Behaviour Outlook Norwegian Development Study 1,159 SLN Effects of pre-school on child development and 430 school achievement 2010s- DEU National Education Panel on Early Education and 3,000 Schooling POL School effectiveness predictors – Longitudinal 10,000 study of Polish Children II
Challenge 2: Advancing in under-researched areas/ areas with growing policy interest • Children’s spaces and environments • Effective interventions for children with diverse backgrounds • How to optimise ECEC effectiveness • Effectiveness of universal vs. targeted interventions
Country responses Expanding research agendas to include: • Children under age 3 FIN, FR-BL, KOR, NOR • Cultural aspects and socio-cultural analysis FIN, DEN, KOR • Children's spaces and learning environments FIN, JAP, KOR, NOR • Different pedagogical interventions DEN
Challenge 3: Lack of dissemination • Linking research and policy/ practice – generic challenge in education • Technical language in research • International dissemination
Country responses • Providing financial or in-kind support for ECEC research FIN • Enhancing links between research and policy CAN (Manitoba), FIN • Enhancing links between research and practice SLN, NOR • Creating a regional/ international research network • National - NOR • Regional - DEN, NOR, SWE • International – OECD, Pacific ECE Research Association (11) Diversity in ECE (8)

More Related Content

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

  • 1. 10th Meeting of the OECD Network on ECEC: Focus on “Research” from Policy Lever 5 of Starting Strong III Miho Taguma, Ineke Litjens, Janice Heejin Kim, Kelly Makowiecki, Matias Egeland OECD ECEC Team Directorate for Education, OECD
  • 2. Research can be an influential tool to inform policy & practice. It plays a key role in: • Identifying the success or failure of programmes • Prioritising important areas for investment • Informing practices through evidence • Explaining how children grow, ensuring healthy child development
  • 3. Example. Policy Implications of Meta Analysis • To improve cognitive and schooling outcomes, ECEC have largest effects. • To improve health outcomes, nutrition provision and cash benefits have larger effects than ECEC. Comparison of Effect Sizes Nutrition Cash ECEC Incentives Cognitive .26 .17 .35 Social .46* .21 .27 Schooling .11 --- .41 Health .38 .38 .23 Percent of 1 standard deviation Note: *only 1 study in this category. Source: Nores and Barnett (2010).
  • 4. 3 common challenges are being reported. Challenge 1: Need for more evidence on the effects of ECEC and cost-benefit analysis • More data on costs and financing, and policy/programme evaluations • Balance between quantitative and qualitative research Quantitative – consolidating facts, comparing the effectiveness of different programme types/ pedagogical strategies • Descriptive statistics, correlational studies, experimental/ quasi- experimental research, cost-benefit analysis, etc. Qualitative – informing practices with local values and democracy • Case studies, ethnography, narratives, observations, interviews, etc.
  • 5. Country responses Setting out research frameworks with sustained funding to support long-term policy goals • Launching a longitudinal study at the national/regional level (See Table) • Establishing a national/regional body dedicated to ECEC research KOR, AUS, CAN (Manitoba) • Contracting research to inform policy and practice CAN (BC), ENG, FIN, IRL, KOR, NOR, POR,GRB
  • 6. Example. Longitudinal Studies • The oldest longitudinal studies were launched in the United States. • The first study measuring the impact of participation in preschool on child outcomes dates back to the High/Scope Perry Preschool Project, which started in 1962. The sample size of this study was small, with only 123 children. • Other frequently cited studies include: Starting Name of programme/ study Sample year size 1970s Abecedarian Programme 107 1980s Chicago Child Parent Centres 1,539 1990s Cost, Quality, and Outcomes Study 826 NICHD Study of Early Child Care and Youth 1,364 Development 2000s Head Start Impact Study 4,667 Early Childhood Longitudinal Studies - Birth cohort 14,000
  • 7. • Since 1990s, a growing number of other countries have launched longitudinal studies: • Examples include: 1990s- Country Name of programme/ study Sample size ENG Effective Provision of Pre-School Education 3,000 CAN Canadian Longitudinal Survey of Children and 6,685 Youth DEN Danish Longitudinal Survey of Children 5,000 NZL Competent Children: Competent Learners 500
  • 8. 2000s- AUS Growing Up in Australia 1st cohort 5,000 SCO Growing up in Scotland 1st cohort 8,000 IRL Growing up in Ireland infant 11,100 KOR Panel Study of Korean Children 2,078 NZL Growing Up In New Zealand 7,000 NLD Pre-COOL 2,000 NOR Behaviour Outlook Norwegian Development Study 1,159 SLN Effects of pre-school on child development and 430 school achievement 2010s- DEU National Education Panel on Early Education and 3,000 Schooling POL School effectiveness predictors – Longitudinal 10,000 study of Polish Children II
  • 9. Challenge 2: Advancing in under-researched areas/ areas with growing policy interest • Children’s spaces and environments • Effective interventions for children with diverse backgrounds • How to optimise ECEC effectiveness • Effectiveness of universal vs. targeted interventions
  • 10. Country responses Expanding research agendas to include: • Children under age 3 FIN, FR-BL, KOR, NOR • Cultural aspects and socio-cultural analysis FIN, DEN, KOR • Children's spaces and learning environments FIN, JAP, KOR, NOR • Different pedagogical interventions DEN
  • 11. Challenge 3: Lack of dissemination • Linking research and policy/ practice – generic challenge in education • Technical language in research • International dissemination
  • 12. Country responses • Providing financial or in-kind support for ECEC research FIN • Enhancing links between research and policy CAN (Manitoba), FIN • Enhancing links between research and practice SLN, NOR • Creating a regional/ international research network • National - NOR • Regional - DEN, NOR, SWE • International – OECD, Pacific ECE Research Association (11) Diversity in ECE (8)