across five dimensions in age cohorts of children over time (onset,
mid-term, and completion of the study).
The intent is to obtain valuable information to help policymakers
assess the effect of the projects and the potential of this monitoring as
a powerful planning tool. The two pilot efforts could enable the coun-
tries’ ministries of education and other ministries to:- Obtain accurate data on which to base decisions about whether
ECD programs have improved children’s outcomes over time, at
community and regional levels - Begin to establish a national model for monitoring young chil-
dren’s outcomes throughout the country - Conduct research on early child development to improve the ef-
fectiveness of community programs and schools - Promote awareness of the importance of quality care and stim-
ulation during early childhood—among families, schools, and
communities.
➣ See also “Dominican Republic: Competitive Fund for Educational
Innovations,” by Clara Baez and Guadalupe Váldez in this publication.Assessing Children’s School Readiness.In Jamaica, the Early Childhood
Commission, under the Ministry of Education and Youth, has used
both the EDI and another population-based tool in a pilot effort that
relates school readiness to school performance. The intent is to assess
children’s school readiness prior to school entry and to determine the
magnitude of children at risk of poor school performance. The results
of the analysis of the data are pending.➣ See also “Jamaica: Recent Initiatives in Early Childhood Policy,”
by Omar Davies and Rose Davies in this publication.Key Questions and Challenges
Population-based measures to assess ECD outcomes offer great poten-
tial for understanding the state of children’s development in develop-
ing and industrialized countries. Box 2 summarizes some of the main
advantages of the EDI in this regard.
Measuring Child Development to Leverage ECD Policy and Investment 281