Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study-Reference-Cited by-同舟云学术

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Using evidence and implementation experience for advocacy and policy influence: the Rwanda Emergent Literacy and Maths Initiative (ELMI) case study

Published:2019-06-10 Issue:3 Volume:39 Page:243-259
ISSN:0957-5146
Container-title:Early Years
language:en
Short-container-title:Early Years

Author:

Dusabe Caroline¹,Pisani Lauren²,Abimpaye Monique³,Honeyman Catherine⁴

Affiliation:

1. Save the Children U.S, Washington, DC, USA

2. Save the Children U.S. and Institute of Education, University College of London (UCL), London, England

3. Save the Children Rwanda, Kigali, Rwanda

4. Ishya Consulting and Duke Center for International Development, Duke University, Durham, NC, USA

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/09575146.2019.1628008

Reference25 articles.

1. Early childhood development coming of age: science through the life course

2. Effective interventions to strengthen early language and literacy skills in low-income countries: comparison of a family-focused approach and a pre-primary programme in Ethiopia

3. Nurturing care: promoting early childhood development

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1. Using Early Childhood Data and Measurement to Leverage Change: Are We Making Progress?;Journal of Research in Childhood Education;2023-12-14

2. Misalignment of policy priorities and financing for early childhood education: Evidence from Ethiopia, Liberia, and Mainland Tanzania;International Journal of Educational Research;2022

3. Love and peace across generations: Biobehavioral systems and global partnerships;Comprehensive Psychoneuroendocrinology;2021-11

4. ‘Let’s Grow Together’: Understanding the Current Provision of Early Childhood Development and Education for Children with Disabilities in Rural Malawi through Community-based Participatory Research;International Journal of Disability, Development and Education;2020-07-21

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