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Attaining the Health and Education Millennium Development Goals in NepalThis paper looks at Nepal's
 Millennium Development Goals (MDG) with respect to health
 and education. The paper is organized with part one dealing
 with education and is divided into three sections: section A
 details the current state of Nepal's MDG indicators and
 analyzes progress towards the goals; section B describes the
 policies that have contributed to Nepal's success, and
 policies that constrain its future achievements; and the
 final section C outlines the challenges facing Nepal in
 achieving the education MDGs. Part two of the paper deals
 with goals in health. This part of the paper also is divided
 into three sections with section A detailing health
 outcomes, progress and prospects; section B discusses the
 factors explaining progress in health and outcomes; and
 section C gives challenges for the future.
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Expanding and Improving Early Childhood Education in TurkeyOver the past decade, Turkey has
 experienced significant socioeconomic progress and
 demographic changes. The benefit of Early Childhood
 Education (ECE) programs is maximized when the interventions
 are targeted to children from disadvantaged families. This
 report examines the ECE provision in Turkey, and offers
 policy options for improving and expanding the ECE system in
 the future. The report endorses the goal of the expansion
 plan and provides detailed recommendations for achieving
 this ambition in an efficient and equitable manner. This
 report is divided into following four sections: section one
 gives introduction, section two presents an analytical
 framework for analyzing early childhood interventions,
 section three conducts an in-depth analysis of ECE in Turkey
 and identifies key challenges, and section four recommends
 and outlines proposals for a dual-program strategy for
 expanding quality ECE in Turkey.
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China Early Child Development : Early Childhood Education in YunnanYunnan is a medium-sized and relatively
 poor Chinese province on the southwestern border of China.
 In 2012, the Yunnan department of education formally
 requested Bank support in conducting a review of early
 childhood education policies and programs in order to gain
 an in-depth and evidence-based understanding of the
 challenges the province faces in expanding early childhood
 education-in particular to rural and mountainous regions.
 The Bank's China education team embarked on raising
 funds, designing and implementing a rather elaborate
 research agenda around early childhood education. The goal
 was to investigate key challenges, and to propose policy
 interventions for expanding the Early Child Development
 (ECD) coverage in rural Yunnan. This report presents the
 findings from the background studies, and draws potential
 policy implications for improving the access to and quality
 of preschool education in Yunnan province. China has now
 almost achieved universal 9-year basic education. Over the
 last decade, the country has devoted increasing attention to
 policy development in early childhood education. Even though
 China does not yet have a specific early childhood education
 law, it has established a rather elaborate set of guidelines
 and regulations pertaining to early childhood education.
 Early childhood education has expanded significantly within
 the last few years. There are two main types of preschool
 programs for 3-6 year olds including: a regular 3-year
 program which is called kindergarten, and a one-year program
 attached usually to primary schools. The rapid growth of
 preschool teacher supply has contributed to the drop in
 pupil-teacher ratios across the nation. In Yunnan in
 particular, the ratio has decreased from approximately 30 to
 20 in recent years. However, urban areas still enjoy a more
 favorable pupil-teacher ratio, as well as a higher
 proportion of qualified teachers compared to rural areas.
 Rural areas account for 50 percent of total preschool
 enrollment, but only 22 percent of all trained teachers
 serve in rural areas.