Transcript Regional Launch of ARNEC

Trends on ECD in Asia-Pacific – Strengthening the case for ECD as a post
2015 development goal
CIES 2013, New Orleans, LA USA
12 March 2013
By Junko Miyahara, Coordinator, ARNEC
I. Current picture of ECD
in the Asia-Pacific Region
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
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
Targeting U3: ECD programs in
East Asia & Pacific
Australia
Brunei
Darussalam
Cambodia
China
Cook
Islands
DPR Korea
Fiji
Indonesia
Japan
Kiribati
Lao PDR
Macao,
China
Malaysia
Marshal
Islands
Micronesia
Myanmar
Nauru
New
Zealand
Niue
Palau
Papua New
Guinea
Philippines
RO Korea
Samoa
Singapore
Solomon
Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Targeting U3: ECD programs in
East Asia & Pacific
Australia
Brunei
Darussalam
Cambodia
China
Cook
Islands
DPR
Korea
Fiji
Indonesia
Japan
Kiribati
Lao PDR
Macao,
China
Malaysia
Marshal
Islands
Micronesia
Myanmar
Nauru
New
Zealand
Niue
Palau
Papua New
Guinea
Philippine
s
RO Korea
Samoa
Singapore
Solomon
Islands
Thailand
Timor-Leste
Tokelau
Tonga
Tuvalu
Vanuatu
Viet Nam
Source: EFA Global Monitoring Report 2012
13 of 33
Gross enrolment ratio in
pre-primary education (2011)
Source: UNESCO Institute for Statistics
DI. Yogyakarta
Jawa Timur
DKI. Jakarta
Jawa Tengah
Kalimantan Selatan
Gorontalo
Nusa Tenggara Barat
Bali
Kepulauan Riau
Sumatera Barat
Kalimantan Timur
Sulawesi Barat
Sulawesi Selatan
Sulawesi Tengah
Jawa Barat
Sulawesi Utara
Nanggroe Aceh Darussalam
Banten
Sulawesi Tenggara
Lampung
Bengkulu
Riau
Kalimantan Tengah
Kepulauan Bangka Belitung
Jambi
Sumatera Utara
Sumatera Selatan
Papua
Nusa Tenggara Timur
Kalimantan Barat
Irian Jaya Barat
Maluku
Maluku Utara
Access - equity
Provincial ECE NER 3-6 Year Olds, Indonesia, 2006
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Source: Indonesia Country policy report, 2008
Pre-primary enrolment and survival
to the last grade of primary education
(latest available data from the 2008-2011 period)
100
Bhutan
Survival rate to last grade of primary
Japan
Brunei
Malaysia Macau
Indonesia
90
80
Philippines
Myammar
70
Laos
Bangladesh
Cambodia
60
50
40
30
20
10
-
10
Source: UNESCO Institute for Statistics
20
30
40
50
60
70
Gross enrolment ratio. Pre-primary
80
90
100
EAP-ECDS Structure
1. Approaches to Learning
2. Cognitive Development
9 (5.67% of total indicators )
(8 separate; 1 incorporated in
another item)
22 (27.66% of total indicators)
3. Cultural Knowledge and Participation 10 (12.57% of total indicators)
4. Language and Emergent Literacy
5. Motor Development
6. Health, Hygiene and Safety
7. Socio-Emotional Development
Total
15 (16.61% of total indicators)
9 (8.54% of total indicators)
(8 separate; 1 incorporated in
another item)
9 (8.89% of total indicators)
16 (20.06 % of total indicators)
90
10
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
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)
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)
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)
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
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)
Ministerial Responsibilities
and Coordination
Ministry of
Education
Ministry Child
Development
and Women
Affairs
Primary and
Mass
Bangladesh
Education (56)
Ministry of
Health
(ARNEC Mapping Survey, 2012)
Ministry of
Ministry of
Ministry of
Rural
Social Welfare Social Justice
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
Public educational expenditure in pre-primary
as % of total educational expenditure
(ARNEC Country profile, 2011)
Source: ARNEC Country Profile – GMR 2008
Part II. Beyond 2015
Timeline
ECD as an imperative
• Holistic and inclusive ECD should be placed prominently in the
post-2015 agenda.
• Compelling evidence of the high and long lasting impact of ECD
on the life outcomes of individuals during and beyond early
childhood years and the national advancement proves beyond
doubt that it is critical to reflect ECD in post 2015-goals.
• Failure to expand and enhance ECD is to ignore the science of
ECD and deny knowledge gained from our rich experiences on
the ground.
How?
• Make resounding calls for putting holistic and inclusive ECD at
the centre of the policy discourse and development priorities,
either developing one well-constructed ECD goal with key
relevant indicators or alternatively and very persistently
advocating to have these indicators incorporated into other
issues goals.
• The multi-sectoral nature of ECD allows it to be anchored in
different development goals of the post-2015 era, including
health, nutrition, education, gender empowerment, poverty
reduction, environmental sustainability, disaster reduction and
peace building. The need for integration is an opportunity and
a great challenge. Business as usual is no longer an option and
transformative and holistic solutions are required to address
the post‐2015 development challenges.
Emerging ECD positioning
in the post 2015 framework
Guiding principles for ECD
• Holistic Learning and
Development at their
fullest potential
• Throughout the critical
and precious early
years in one’s life
• For Everybody
• Working Together
Summary from the Regional Consultation
(Singapore, 2011)
Guiding Questions
• What future do we envision for early childhood?
• What do we need to do to achieve that vision?
Summary from the Regional Consultation
(Singapore, 2011)
Envisioning a Future
• From education to learning, care and development
• Holistic learning and development in 0-2 years
• Fair Opportunities for every and all children
• Pay special and specific attention to children in most
disadvantaged circumstance
• Seamless for children (e.g. curriculum/system)
• Focus on Quality for ALL
Summary from the Regional Consultation
(Singapore, 2011)
Approaches to Measure Progress
• Move from national average to reducing the
gaps in disparities
• Outcome measured by quality, not by
numbers
• Articulation of holistic learning goals
• Measurement in home setting
Summary from the Regional Consultation
(Singapore, 2011)
HOW?
• Importance of ‘process’ not only ‘outcome’
– in advocacy discourse – planned lobbying
processes required
Summary from Regional Consultation
(Jakarta, 2012)
Guiding Questions
• What can we do to advocate for strong ECD and
bring our voices onto the global policy decisionmaking discussion tables?
• What are specific ECD goals and relevant
indicators that should be included in post-2015
MDG/SDGs?
Summary from Regional Consultation
(Jakarta, 2012)
Birth to Age 3 Group
Goal: Young children will be reaching their optimal growth and
development potential.
• Key indicators include:
 % of children to reach developmental milestones
 Stunting cases/rate
 Child mortality and morbidity cases/rate
 Child abuse and neglect cases
 Integration of child assessment and promotion of parental involvement
 School activities indicator
Summary from Regional Consultation
(Jakarta, 2012)
Pre-schoolers’ Group
Goal: Universal access to holistic and integrated preschool
programmes
• The key indicators:
 providing nationwide access to quality preschool programmes to
90% of children 3 to 5 years old by 2020.
 development of curriculum framework, teacher training, and
parental involvement.
Summary from Regional Consultation
(Jakarta, 2012)
Early Graders Group
Goal: all children aged 6 to 8 years having access to quality
schooling.
• Key indicators :
- increased proportion of children aged 6 to 8 years old attending
quality primary school, and
- a decrease in repetition of early grades.
• High quality primary schools are defined by:
 A congruous curriculum bridging between preschool and early
grades
 Well-trained teachers in the areas of child development
 Partnership between parents and teachers
Summary from Regional Consultation
(Jakarta, 2012)
Policy Group
Goal: Ensure all children from birth to 8 years have access to
high quality ECD.
• To accomplish this goal there is a need for a regulatory
framework that encompasses the following elements:
 A lead authority
 Budget allocation of 1% of GDP
 Reduction in inequality of access
 Develop and monitor specific indicators for ‘quality’ ECD
Summary from Regional Consultation
(Jakarta, 2012)
Out-of-the-Box Group
Goal: Ensure that the right to optimal care and development of all
young children aged birth to 8 years is realised.
• Indicators include:
 1% of GDP is allocated to ECD
 Children who participate in ECD should include marginalised groups
 Parents to receive comprehensive support services
Summary from Regional Consultation
(Jakarta, 2012)
Further Discussions
All children should have access
Improve learning outcomes
Need to measure quality of learning (e.g. process, context)
Important to look at not only at curriculum but pedagogical
approach (and actual practice)
Need to consider transition from pre-school to primary
Promoting gender equality and leadership
Relevance of certain other indicators like age, stage,
demographic information
Need to consolidate these recommendations into one goal
Need to address global needs instead of country/region specific
needs
Summary from Regional Consultation
(Jakarta, 2012)
Proposed measurement areas/approaches
• Child Learning and Developmental Outcome
• Stunting & child mortality
• Access of all children to quality programmes (Birth to 8)
• Curriculum & pedagogical approaches
• Reduce grade repetition
• Teachers trained in child development
• Effective partnerships between home/school, parents/teachers
• Protect children from abuse & neglect
• Regulatory framework with lead authority
• Budget allocation of 1% of the country’s GDP
• Develop specific indicators (quality)
• Focus on reducing the inequality of access
Summary from Regional Consultation
(Jakarta, 2012)
In Conclusion – Follow up actions!
• Vision—What future do we envision for our youngest children?
• Consensus-building around goals and indicators—What is
important to measure, and how should it be measured?
• Intentionally engaging the post-2015 agenda dialog at regional
and global levels
– Making opportunities for ECD sector individuals and representatives
to gather, discuss, and disseminate information
– Actively advocating in various forums as the MDGs are reviewed and
shaped for the post-2015 agenda
A Call to Action!
1. Expand access to holistic early childhood development
and promoting equity
2. Ensure good quality of early childhood interventions
3. Build an enabling policy environment for holistic early
childhood development
4. Strengthen capacities of parents, families and
communities
5. Create a movement to support holistic development and
learning of young children
White Paper
Promoting Holistic Development of Young Children –
An Imperative for the Advancement of Nations in Asia-Pacific (ARNEC, 2013, in final draft)
Who will ??? Voices from all stakeholders,
Views from Young Children and People on the
ground at the centre