EARLY CHILDHOOD EDUCATION POLICY ACADEMY: WEST BANK AND GAZA The Early Childhood Education Policy Academy1 is a multi-year effort by the World Bank designed to help countries identify needs and generate options to improve early childhood education (ECE) at the country level. It offers a unique opportunity for country teams to strengthen policymaker capacity, problem-solve within a global network of peers, and engage in South-to-South learning along some of the world’s leading early childhood practitioners and academic experts. The program’s first cohort supported 12 countries2 from April 2021 to November 2022. This case study showcases how the program specifically supported the West Bank and Gaza country team. The West Bank and Gaza has made significant progress in strengthening the early learning system. CONTEXT Despite political and economic challenges, access to preschool education has expanded and the gross enrollment rate (GRE) is estimated at 49%. Standout examples of progress include the National Early Childhood Development Committee (spanning three core ministries), the development of a Quality Standards Framework, and the recently launched Early Childhood Development (ECD) sector strategy calling for a multisectoral ECD services. Efforts have also been made to strengthen the ECE workforce by certifying kindergarten teachers through a new Professional Diploma Program. Looking forward, the national government plans to further strengthen the ECE workforce, integrate learning through play strategies in the classroom, reach more children in marginalized communities, and introduce more systemic measurement of ECD outcomes. The ways in which the program has supported these efforts are detailed below.3 ECE SNAPSHOT Access Enabling environment Learning standards/curriculum GER: 49% (2021, UIS) GER: KG1 (40%), KG2 (72%), (2018/2019, World Coordination ECD plan or Bank) body strategy Private provision; 90% (2018/2019, World Bank) Measurement Quality system assurance GOAL 1 • Contribution: The program has supported the country team with Technical PROGRAM CONTRIBUTION Assistance (TA) to develop and test guidance materials with a small group STRENGTHEN of kindergarten (KG) supervisors to strengthen supportive supervision visits THE ECE and align with the competencies of the KG Professional Diploma Program. WORFORCE • Next steps: The country team is working together with a university to deliver training, supportive supervision, and quality assurance to reach both public and private kindergartens. GOAL 2 • Contribution: The program supported the country team’s attendance at the LEGO Idea Conference in 2022, providing an opportunity to learn new and ENHANCE innovative approaches to play-based learning and to build new partnerships PLAY-BASED and collaborations with experts and practitioners from around the world. LEARNING • Next steps: The training modules for teachers now include practical sessions on pedagogy, including learning through play strategies. GOAL 3 • Contribution: Through the “Strengthening Early Learning Systems” course and the “Engaging the Nonstate Sector” workshop, the country team BUILD identified the main challenges and possible strategies in leveraging key EFFECTIVE stakeholders like the private sector to reach more children and families, PARTNERSHIPS especially in marginalized and fragile areas. • Next steps: Among several initiatives, the country team worked with the World Bank to develop a project to support the development of a quality assurance system for public, private, and PPP KG. 1 The Early Childhood Education Policy Academy is managed by the World Bank’s Early Learning Partnership (ELP), a multi-donor trust fund that provides resources and technical assistance to support early childhood development and early learning around the world. 2 Participating countries included: Cambodia, Central African Republic, El Salvador, Liberia, Morocco, North Macedonia, Paraguay, Senegal, South Africa, Türkiye, West Bank and Gaza, and Uganda. 3 This update is based on government efforts before October 2023.