

Working closely with national governments, our evidence has influenced early learning policies to strengthen learning and improve teacher training. In Ethiopia, our evidence has informed the roll out of pre-primary education (O-Class or ‘zero grade’ classes) since 2015, with a focus on tackling inequalities and disparities in access; this includes targeted advice on the development of an age-appropriate curriculum, strengthening in-service teacher training and improving the provision of classroom equipment and materials. In Peru, our evidence has had a direct impact on the overhaul of the government’s national early childhood development programme to deliver the strengthened ‘Cuna Más’ programme; this includes expanding accessibility to disadvantaged children aged six months to 4 years, especially in rural areas, with a much stronger focus on improving cognitive development and language skills.
Working closely with national governments, our evidence has influenced early learning policies to strengthen learning and improve teacher training. In Ethiopia, our evidence has informed the roll out of pre-primary education (O-Class or ‘zero grade’ classes) since 2015, with a focus on tackling inequalities and disparities in access; this includes targeted advice on the development of an age-appropriate curriculum, strengthening in-service teacher training and improving the provision of classroom equipment and materials. In Peru, our evidence has had a direct impact on the overhaul of the government’s national early childhood development programme to deliver the strengthened ‘Cuna Más’ programme; this includes expanding accessibility to disadvantaged children aged six months to 4 years, especially in rural areas, with a much stronger focus on improving cognitive development and language skills.