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Aisha K Yousafzai - One of the best experts on this subject based on the ideXlab platform.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
Trials, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. ClinicalTrials.gov NCT03764436 . Registered on December 5, 2018.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
medRxiv, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:Abstract Background The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) for young children and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18-24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5-5.5 years, in rural Sindh, Pakistan. Methods We use a stepped-wedge cluster randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three seven-month steps (33 clusters/step). Primary outcomes are children’s school readiness (measured with the International Development and Early Learning Assessment) and executive functions. Secondary outcomes are youth personal and professional development, depressive symptoms, and executive functions. Data is collected in cross-sectional surveys of 1,089 children (11 children/cluster from 99 clusters) aged 4.5-5.5 years at four time points (baseline and at the end of each step). We will enroll three youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every six to seven months thereafter (i.e., once per consecutive Step). A school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two time points midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, as well as the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost-per-beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth; however, there is little empirical evidence on real-world implementation. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial Registration ClinicalTrials.gov: NCT03764436. Registered December 5th, 2018, https://clinicaltrials.gov/ct2/show/NCT03764436.
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experiences of community youth leaders in a youth led Early Childhood education program in rural pakistan
Zeitschrift für Psychologie, 2019Co-Authors: Emily E Franchett, Aisha K Yousafzai, Muneera Rasheed, Saima Siyal, Chin R Reyes, Liliana Angelica PongutaAbstract:Abstract. Youth-led Early Childhood Care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Chil...
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effectiveness of a youth led Early Childhood Care and education programme in rural pakistan a cluster randomised controlled trial
PLOS ONE, 2018Co-Authors: Aisha K Yousafzai, Muneera Rasheed, Liliana Angelica Ponguta, Arjumand Rizvi, Fariha Shaheen, Chin R ReyesAbstract:BACKGROUND The United Nation's Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality Early Childhood Care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5-6.5 years) delivered by female youth (18-24 years) in rural Pakistan would be effective on children's school readiness. METHODS In partnership with the National Commission for Human Development in Pakistan, we implemented the 'Youth Leaders for Early Childhood Assuring Children are Prepared for School' (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children's school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children's school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. FINDINGS At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen's d) was 0.3. CONCLUSION Trained female youth delivered an ECCE programme that was effective in benefitting young children's school readiness. The cross-generational model is a promising approach to support Early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
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integration of parenting and nutrition interventions in a community health program in pakistan an implementation evaluation
Annals of the New York Academy of Sciences, 2018Co-Authors: Aisha K Yousafzai, Muneera Rasheed, Saima SiyalAbstract:Policy and program implementers require evidence on whether integrated psychosocial stimulation and nutrition interventions can be effectively delivered at-scale, how, and at what cost? To address some of these issues, a comprehensive evaluation of implementation was designed for a trial in Pakistan that integrated psychosocial stimulation and nutrition interventions in a community health service. The first objective was to describe, analyze, and assess the quality and accuracy of the implementation of the interventions. The second objective was to identify barriers and facilitators for uptake of interventions. A mixed-methods evaluation of implementation processes was conducted. Interventions were accepted by the community and health providers and there was evidence for behavior change uptake of the Care for Early Childhood Care recommendations. The new interventions did not dilute delivery of routine services. However, fidelity and quality required supportive supervision and active use of monitoring data, which would require attention in scale-up.
Liliana Angelica Ponguta - One of the best experts on this subject based on the ideXlab platform.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
Trials, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. ClinicalTrials.gov NCT03764436 . Registered on December 5, 2018.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
medRxiv, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:Abstract Background The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) for young children and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18-24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5-5.5 years, in rural Sindh, Pakistan. Methods We use a stepped-wedge cluster randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three seven-month steps (33 clusters/step). Primary outcomes are children’s school readiness (measured with the International Development and Early Learning Assessment) and executive functions. Secondary outcomes are youth personal and professional development, depressive symptoms, and executive functions. Data is collected in cross-sectional surveys of 1,089 children (11 children/cluster from 99 clusters) aged 4.5-5.5 years at four time points (baseline and at the end of each step). We will enroll three youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every six to seven months thereafter (i.e., once per consecutive Step). A school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two time points midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, as well as the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost-per-beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth; however, there is little empirical evidence on real-world implementation. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial Registration ClinicalTrials.gov: NCT03764436. Registered December 5th, 2018, https://clinicaltrials.gov/ct2/show/NCT03764436.
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experiences of community youth leaders in a youth led Early Childhood education program in rural pakistan
Zeitschrift für Psychologie, 2019Co-Authors: Emily E Franchett, Aisha K Yousafzai, Muneera Rasheed, Saima Siyal, Chin R Reyes, Liliana Angelica PongutaAbstract:Abstract. Youth-led Early Childhood Care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Chil...
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effectiveness of a youth led Early Childhood Care and education programme in rural pakistan a cluster randomised controlled trial
PLOS ONE, 2018Co-Authors: Aisha K Yousafzai, Muneera Rasheed, Liliana Angelica Ponguta, Arjumand Rizvi, Fariha Shaheen, Chin R ReyesAbstract:BACKGROUND The United Nation's Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality Early Childhood Care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5-6.5 years) delivered by female youth (18-24 years) in rural Pakistan would be effective on children's school readiness. METHODS In partnership with the National Commission for Human Development in Pakistan, we implemented the 'Youth Leaders for Early Childhood Assuring Children are Prepared for School' (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children's school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children's school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. FINDINGS At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen's d) was 0.3. CONCLUSION Trained female youth delivered an ECCE programme that was effective in benefitting young children's school readiness. The cross-generational model is a promising approach to support Early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
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a conceptual model for youth led programs as a promising approach to Early Childhood Care and education
New Directions for Child and Adolescent Development, 2018Co-Authors: Liliana Angelica Ponguta, Muneera Rasheed, Chin R Reyes, Aisha K YousafzaiAbstract:The international community has set forth global targets that include calls for universal access to high-quality Early Childhood Care and education (ECCE), as indicated in the United Nations' Sustainable Development Goals. One major impediment to achieving this target is the lack of a skilled workforce. In this paper, we argue the case for leveraging youth as an untapped resource for supplying the workforce the ECCE system needs. Youth comprise a large proportion of the global population, and historically, although youth experience higher unemployment rates than their adult counterparts, youth are important agents of social awareness, social transformation, and community mobilization in multiple global contexts. We provide a conceptual model based on developmental theories and program examples to leverage the discourse of youth-led ECCE programs as a viable option to address workforce gaps while benefiting both young children and youth.
Benjamin H Levi - One of the best experts on this subject based on the ideXlab platform.
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educating Early Childhood Care and education providers to improve knowledge and attitudes about reporting child maltreatment a randomized controlled trial
PLOS ONE, 2017Co-Authors: Ben Mathews, Chengwu Yang, Erik Lehman, Claudia C Mincemoyer, Nicole Verdiglione, Benjamin H LeviAbstract:Early Childhood Care and education providers (CCPs) work with over 7 million young children. These children are vulnerable to physical, sexual and emotional abuse, and neglect. However, CCPs make less than 1% of all reports of suspected child abuse and neglect that are made to child protective services. CCPs are therefore an untapped resource in the public health response to child maltreatment. However, their knowledge and attitudes about duties to report child maltreatment are poorly understood. Moreover, no rigorous research has tested whether their knowledge and attitudes about reporting child maltreatment can be improved. These gaps in knowledge are important because knowledge of the duty and positive attitudes towards it produce more effective reporting, and little evidence exists about how to enhance cognitive and affective attributes. Using the CONSORT approach, we report a single-blind test-retest randomized controlled trial evaluating iLook Out for Child Abuse, a customized online educational intervention for CCPs to increase knowledge and attitudes towards the reporting duty. 762 participants were randomized with results analyzed for 741 participants (372 in the intervention group; 369 in the control). Knowledge of the reporting duty increased in the intervention group from 13.54 to 16.19 out of 21 (2.65 increase, 95% CI: (2.37, 2.93); large effect size 0.95, p < 0.001); the control group remained stable, moving from 13.54 to 13.59 (0.05 increase, 95% CI: (-0.12, 0.22); negligible effect size 0.03, p = 0.684). Attitudes were enhanced on all 13 items for the intervention group, remaining stable in the control, with significant differences between groups on all items (p < 0.05). Gains were largely sustained at four month follow-up. Findings support education for CCPs and other professions. Future research should also explore effects of education on reporting behavior. Trial registration: US National Institutes of Health NCT02225301
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educating Early Childhood Care and education providers to improve knowledge and attitudes about reporting child maltreatment a randomized controlled trial
Social Science Research Network, 2017Co-Authors: Ben Mathews, Chengwu Yang, Erik Lehman, Claudia C Mincemoyer, Nicole Verdiglione, Benjamin H LeviAbstract:Early Childhood Care and education providers (CCPs) work with over 7 million young children. These children are vulnerable to physical, sexual and emotional abuse, and neglect. However, CCPs make less than 1% of all reports of suspected child abuse and neglect that are made to child protective services. CCPs are therefore an untapped resource in the public health response to child maltreatment. However, their knowledge and attitudes about duties to report child maltreatment are poorly understood. Moreover, no rigorous research has tested whether their knowledge and attitudes about reporting child maltreatment can be improved. These gaps in knowledge are important because knowledge of the duty and positive attitudes towards it produce more effective reporting, and little evidence exists about how to enhance cognitive and affective attributes. Using the CONSORT approach, we report a single-blind test-retest randomized controlled trial evaluating iLook Out for Child Abuse, a customized online educational intervention for CCPs to increase knowledge and attitudes towards the reporting duty. 762 participants were randomized with results analyzed for 741 participants (372 in the intervention group; 369 in the control). Knowledge of the reporting duty increased in the intervention group from 13.54 to 16.19 out of 21 (2.65 increase, 95% CI: (2.37, 2.93); large effect size 0.95, p < 0.001); the control group remained stable, moving from 13.54 to 13.59 (0.05 increase, 95% CI: (-0.12, 0.22); negligible effect size 0.03, p = 0.684). Attitudes were enhanced on all 13 items for the intervention group, remaining stable in the control, with significant differences between groups on all items (p < 0.05). Gains were largely sustained at four month follow-up. Findings support education for CCPs and other professions. Future research should also explore effects of education on reporting behavior.
Chin R Reyes - One of the best experts on this subject based on the ideXlab platform.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
Trials, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. ClinicalTrials.gov NCT03764436 . Registered on December 5, 2018.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
medRxiv, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:Abstract Background The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) for young children and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18-24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5-5.5 years, in rural Sindh, Pakistan. Methods We use a stepped-wedge cluster randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three seven-month steps (33 clusters/step). Primary outcomes are children’s school readiness (measured with the International Development and Early Learning Assessment) and executive functions. Secondary outcomes are youth personal and professional development, depressive symptoms, and executive functions. Data is collected in cross-sectional surveys of 1,089 children (11 children/cluster from 99 clusters) aged 4.5-5.5 years at four time points (baseline and at the end of each step). We will enroll three youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every six to seven months thereafter (i.e., once per consecutive Step). A school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two time points midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, as well as the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost-per-beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth; however, there is little empirical evidence on real-world implementation. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial Registration ClinicalTrials.gov: NCT03764436. Registered December 5th, 2018, https://clinicaltrials.gov/ct2/show/NCT03764436.
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experiences of community youth leaders in a youth led Early Childhood education program in rural pakistan
Zeitschrift für Psychologie, 2019Co-Authors: Emily E Franchett, Aisha K Yousafzai, Muneera Rasheed, Saima Siyal, Chin R Reyes, Liliana Angelica PongutaAbstract:Abstract. Youth-led Early Childhood Care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Chil...
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effectiveness of a youth led Early Childhood Care and education programme in rural pakistan a cluster randomised controlled trial
PLOS ONE, 2018Co-Authors: Aisha K Yousafzai, Muneera Rasheed, Liliana Angelica Ponguta, Arjumand Rizvi, Fariha Shaheen, Chin R ReyesAbstract:BACKGROUND The United Nation's Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality Early Childhood Care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5-6.5 years) delivered by female youth (18-24 years) in rural Pakistan would be effective on children's school readiness. METHODS In partnership with the National Commission for Human Development in Pakistan, we implemented the 'Youth Leaders for Early Childhood Assuring Children are Prepared for School' (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children's school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children's school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. FINDINGS At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen's d) was 0.3. CONCLUSION Trained female youth delivered an ECCE programme that was effective in benefitting young children's school readiness. The cross-generational model is a promising approach to support Early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
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a conceptual model for youth led programs as a promising approach to Early Childhood Care and education
New Directions for Child and Adolescent Development, 2018Co-Authors: Liliana Angelica Ponguta, Muneera Rasheed, Chin R Reyes, Aisha K YousafzaiAbstract:The international community has set forth global targets that include calls for universal access to high-quality Early Childhood Care and education (ECCE), as indicated in the United Nations' Sustainable Development Goals. One major impediment to achieving this target is the lack of a skilled workforce. In this paper, we argue the case for leveraging youth as an untapped resource for supplying the workforce the ECCE system needs. Youth comprise a large proportion of the global population, and historically, although youth experience higher unemployment rates than their adult counterparts, youth are important agents of social awareness, social transformation, and community mobilization in multiple global contexts. We provide a conceptual model based on developmental theories and program examples to leverage the discourse of youth-led ECCE programs as a viable option to address workforce gaps while benefiting both young children and youth.
Saima Siyal - One of the best experts on this subject based on the ideXlab platform.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
Trials, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training, and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18–24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5–5.5 years, in rural Sindh, Pakistan. We use a stepped wedge cluster-randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three 7-month steps (33 clusters/step). The primary outcome is children’s school readiness (indexed by the total score on the International Development and Early Learning Assessment (IDELA)). Secondary child outcomes are children’s IDELA domain scores and executive functions. Data are collected in cross-sectional surveys of 1089 children (11 children/cluster from 99 clusters) aged 4.5–5.5 years at four timepoints (baseline and at the end of each step). Additionally, we will enroll three non-randomized youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every 7 months thereafter to measure secondary outcomes of youth personal and professional development, depressive symptoms, and executive functions. A non-randomized school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will also be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two timepoints midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, and the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost per beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Youth-led models for ECCE offer a promising approach to support young children and youth. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. ClinicalTrials.gov NCT03764436 . Registered on December 5, 2018.
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evaluating implementation of leaps a youth led Early Childhood Care and education intervention in rural pakistan protocol for a stepped wedge cluster randomized trial
medRxiv, 2021Co-Authors: Aisha K Yousafzai, Saima Siyal, Gunther Fink, Chin R Reyes, Christopher R Sudfeld, Emily E Franchett, Karima Rehmani, Shelina Bhamani, Quanyi Dai, Liliana Angelica PongutaAbstract:Abstract Background The Sustainable Development Goals (SDGs) highlight the importance of investments in Early Childhood Care and education (ECCE) for young children and youth development. Given Pakistan’s large young population, and gender and urban-rural inequalities in access to education, training and employment, such investments offer opportunities. LEAPS is a youth-led ECCE program that trains female youth, 18-24 years, as Community Youth Leaders (CYLs) to deliver high-quality ECCE for children, 3.5-5.5 years, in rural Sindh, Pakistan. Methods We use a stepped-wedge cluster randomized trial to evaluate implementation of LEAPS. Ninety-nine clusters will be randomized to receive the intervention in one of three seven-month steps (33 clusters/step). Primary outcomes are children’s school readiness (measured with the International Development and Early Learning Assessment) and executive functions. Secondary outcomes are youth personal and professional development, depressive symptoms, and executive functions. Data is collected in cross-sectional surveys of 1,089 children (11 children/cluster from 99 clusters) aged 4.5-5.5 years at four time points (baseline and at the end of each step). We will enroll three youth participant open cohorts, one per step (33 CYLs: 66 comparison youth per cohort; 99:198 in total). Youth cohorts will be assessed at enrollment and every six to seven months thereafter (i.e., once per consecutive Step). A school cohort of 330 LEAPS students (10 students/cluster from 33 clusters) will be enrolled and assessed during Step 1 after intervention rollout and at endline. The quality of the learning environment will be assessed in each LEAPS ECCE center and in a comparison center at two time points midway following rollout and at endline. A concurrent mixed-methods implementation evaluation will assess program fidelity and quality, as well as the extent to which a technical support strategy is successful in strengthening systems for program expansion. A cost evaluation will assess cost-per-beneficiary. Data collection for implementation and cost evaluations will occur in Step 3. Discussion Youth-led models for ECCE offer a promising approach to support young children and youth; however, there is little empirical evidence on real-world implementation. This study will contribute to the evidence as a means to promote sustainable human development across multiple SDG targets. Trial Registration ClinicalTrials.gov: NCT03764436. Registered December 5th, 2018, https://clinicaltrials.gov/ct2/show/NCT03764436.
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experiences of community youth leaders in a youth led Early Childhood education program in rural pakistan
Zeitschrift für Psychologie, 2019Co-Authors: Emily E Franchett, Aisha K Yousafzai, Muneera Rasheed, Saima Siyal, Chin R Reyes, Liliana Angelica PongutaAbstract:Abstract. Youth-led Early Childhood Care and education (ECCE) programs offer a promising model for achieving multiple Sustainable Development Goal targets. The program “Youth Leaders for Early Chil...
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integration of parenting and nutrition interventions in a community health program in pakistan an implementation evaluation
Annals of the New York Academy of Sciences, 2018Co-Authors: Aisha K Yousafzai, Muneera Rasheed, Saima SiyalAbstract:Policy and program implementers require evidence on whether integrated psychosocial stimulation and nutrition interventions can be effectively delivered at-scale, how, and at what cost? To address some of these issues, a comprehensive evaluation of implementation was designed for a trial in Pakistan that integrated psychosocial stimulation and nutrition interventions in a community health service. The first objective was to describe, analyze, and assess the quality and accuracy of the implementation of the interventions. The second objective was to identify barriers and facilitators for uptake of interventions. A mixed-methods evaluation of implementation processes was conducted. Interventions were accepted by the community and health providers and there was evidence for behavior change uptake of the Care for Early Childhood Care recommendations. The new interventions did not dilute delivery of routine services. However, fidelity and quality required supportive supervision and active use of monitoring data, which would require attention in scale-up.
