Transcript Regional Launch of ARNEC

Status on ECCE in South Asia
Divya Lata
At the South Asia ECCE Conference
Delhi, India
27-29 August, 2012
Information/data Sources
ARNEC Country Profiles 2012
(UNESCO – UIS, UNICEF – SOWC)
ARNEC Mapping Survey 2012
(in collaboration with CECED)
Asia-Pacific End of Decade Notes
for EFA, Goal 1 ECCE (2012)
Five Key Messages from ARNEC
1. The Early Years: Ensuring a Child’s Right from the Start
2. ECCD Begins at Home: Caring for Children in a Nurturing And
Stimulating Environment
3. Quality Early Childhood Matters: Making a Critical Investment
for a Country’s Future
4. Inclusive ECCD For All: Valuing And Respecting the Unique
Needs of Every Child
5. Integrated ECCD: Working Towards a Seamless Early Childhood
System
A National Policy and
Strategic Plan
Bangladesh
Bhutan
Sri Lanka
India
Nepal
Pakistan
Is there a national policy (or policy
framework) for Early Childhood?
Yes
In
development
Yes
In
development
Yes
Yes
Does it address early learning in an
integrated way?
Yes
Yes
Yes
Yes
No
Yes
Yes
Yes /
In
development
No
Yes
1. National Policy
2. Strategic Plan
Is there a strategic plan for
promoting early learning?
Yes
No
Yes
Yes /
In
development
Is early learning addressed in an
integrated way?
No
Yes
No
Yes
(ARNEC Mapping Survey, 2012)
Emerging ‘Velcros’
• Before three
▫ Prenatal
▫ Birth to three
▪ Community based centers
▪ ELDS
• Special Needs
• Ethnic minorities
• Time bound commitments
• Public-private-civil society partnerships
• DATA
▫ birth registration
Birth registration and
Births with skilled health professionals
(%)
100
Birth registration
Total
80
Male
60
40
20
0
(ARNEC Country Profile, 2012)
Female
Births with Skilled
Health Professionals
Total
Do the national parenting programmes
address early learning?
Bangladesh
Bhutan
Sri Lanka
India
Nepal
Pakistan
No
Yes
Yes
Yes
Yes
Yes
(ARNEC Mapping Survey, 2012)
U5MR and
Mother’s Education (AP EDN, 2012)
Transition programmes
in Early Childhood
• Transition programmes from a) pre-primary programme to
primary school grade 1, b) home to centre based programmes,
and/or c) home to primary school grade 1)
Bangladesh
Bhutan
Sri Lanka
India
Nepal
Pakistan
no
Yes
No.
Yes
No
Yes
(ARNEC Mapping Survey, 2012)
• Emergent Literacy
• Competency based
• Connecting home - community based ECD - primary School
National Quality Standards
& Monitoring Tools
Bangladesh
Bhutan
Sri Lanka
India
Nepal
Pakistan
Are there any national
quality standards/framework
laid down by the
government?
Yes
Yes
Yes
No
Yes
Yes
Is there any regulatory
mechanism or system to
monitor quality of teacher
preparation institutions (preservice)?
No
Not yet
Yes
In Development
No
Not yet
No
ECCD Monitoring
Tool is used to
monitor quality of
ECCD
programmes
including Early
Learning,
No
No
No
In Development
Are there any standardised
tools for measuring quality
of an EC
programme/services?
(ARNEC Mapping Survey, 2012)
Types of Standards
Types of Standards
Early Learning
Standards
Programme/Service
Standards
Bangladesh
Yes
No
Teacher/Caregiver
In
Standards
development
Curriculum
Standards
Yes
(ARNEC Mapping Survey, 2012)
Bhutan
Yes
Yes
Sri Lanka
India
Nepal
Pakistan
Yes
Proposed in
the draft
document
Yes
Yes
Yes
Proposed in
the draft
document
Yes
Yes
Yes
Proposed in
the draft
document
No
Proposed in
the draft
document
Yes
Yes
Yes
Professional DevelopmentTrained teachers
in pre-primary education (UIS, 2009)
PRE-PRIMARY EDUCATIO N
T rained teachers (%) 1
School year ending in
Country
T otal
Afghanistan
Bangladesh
Bhutan
India
Maldives
Nepal
Pakistan
Sri Lanka
...
...
100
...
47
...
...
...
1999
Male
...
...
100
...
46
...
...
...
Female
T otal
2009
Male
...
...
100
...
47
...
...
...
...
...
...
...
38
73
...
...
...
...
...
...
21
75
...
...
Female
...
...
...
...
38
72
...
...
Initial training &
continuous regular support
for professional development
• Pre-service - 1 to 3 years or master’s degree (pre-school).
Shorter training for community based programmes.
• In-service – greatly vary by country/types of the EC
programmes (5 days ~ 1 year) with refresher training (monthly
– Bangladesh)
• On-site support – Efforts seen to institutionalise the support
system.
• Teacher educator training - Varies from country to
country. Regularly on annual basis (Bangladesh)
‘Career Ladder’ Approach
(ARNEC Mapping Survey, 2012)
Children under Five
Suffering from Stunting by Region
% 60
48
50
42
40
34
32
30
22
20
14
10
0
Sub-Saharan Middle East and
Africa
North Africa
Source: WHO data cited in UNICEF, 2009
South Asia
East Asia and
Pacific
Latin America
and Caribbean
World
GER in pre-primary
education, (UNESCO Institute for Statistics, 2009)
100
Male
80
60
40
20
0.0
Female
Language use in EC programmes
The use of language
• The use of mother tongue is the policy (Nepal). In other
countries, mother tongue and/or home language encouraged,
promoted, prioritised, implied, and emphasised.
• Gradual exposures to the national language (Bhutan)
Teaching the second language
• Under discussions, Exposure to English, regional languages and
English (India); From age 5 (G1) all are introduced with the
national language (Nepal)
(ARNEC Mapping Survey, 2012)
Ministerial Responsibilities
and Coordination
Ministry of
Education
Bangladesh
Ministry Child
Development
and Women
Affairs
Primary and
Mass
Education (56)
Ministry of
Health
Ministry of
Ministry of
Social Welfare Social Justice
(ARNEC Mapping Survey, 2012)
Ministry of
Rural
Development
Ministry of
Religious
Affiars
Heath and
Family
Welfare (<5)
Bhutan
w Ministry of
Provincial
Councils
Sri Lanka
Health and
Family
Welfare
India
Local
Development
Nepal
Pakistan
Directorate of
Education
Social Welfare
and Women's
Develppment
Responsible Ministry
Associated Ministries
Ministry of
Labour
Minisry of
Human
Resource
Development
Some Issues
• Local Linkages
▫ Provincial Plans
▫ Councils
▫ ‘Model Village’
Ownership and Variability
• Children’s Trust Fund
• Database
Public educational expenditure in pre-primary
as % of total educational expenditure
(ARNEC Country profile, 2011)
Source: ARNEC Country Profile – GMR 2008
An Investment with
High Social and Economic Returns
‘It is a rare public policy initiative that
promotes fairness and social justice and at the same time
promotes productivity in the economy and in society at large.
Investing in disadvantaged young children is such a policy.’
James Heckman, Nobel Prize Winning Economist
Working together for Early Childhood!