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Sharon Loza

Education Researcher (Early Childhood) (Former title)

Sharon Loza is an education researcher in the Research in Education And Development (READ) team with the UNICEF Office of Research – Innocenti. Sharon has extensive experience in the early childhood education and care field performing work as a researcher, evaluator, program administrator, trainer, and technical assistance specialist in implementation science and educational system, practice, and policy efforts. She has worked on multiple education initiatives focused on improving the education, care, health, and wellbeing of young children with varying abilities and their families. Sharon has led multiple research and evaluation agendas and has supported global efforts to enhance early childhood education and care, including serving as a contributor to an International Seminar and UNESCO report on literacy, a Nepali education sector assessment and report on early grade reading, and Ministry observational tour for officials to facilitate enhanced awareness of various education systems and models. She received her Ph.D. in Educational Leadership, Policy and Human Development with an emphasis in Educational Research and Policy Analysis from North Carolina State University, a doctoral fellowship at Frank Porter Graham Child Development Institute focused on secondary data analysis of large-scale longitudinal educational research studies, and acquired her Master’s in Early Childhood Intervention and Family Support and Bachelor’s in Psychology and French from the University of North Carolina at Chapel Hill.


What Works in Pre-Primary Education Provision

What Works in Pre-Primary Education Provision

The ‘What Works in Pre-Primary Education Provision’ report is based on an evidence review of 56 studies from 29 low- and middle-income countries (LMICs). It synthesizes the available evidence on pre-primary education interventions or programmes that aimed to improve access, in addition to learning and development outcomes for children aged three up to the start of primary school in LMICs. Moderating factors affecting the successful implementation of these programmes are also identified. Key recommendations to improve programme design and implementation at scale are provided across five areas: planning and budgeting, curriculum, workforce development, family and community engagement, and quality assurance. By addressing these recommendations, education stakeholders can strengthen pre-primary education provision and maximize its benefits for all children.