Transcript World Bank Africa Regional ECD Initiative

Systems Approach for Better Education Results
- Early Childhood Development (SABER-ECD)
South Asia Regional Conference on Early Childhood Care and Education
Policies and Practices: Towards 2015 & Beyond
August 27-29, 2012, Hotel Oberoi, New Delhi
Presentation Overview
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• The Systems Approach for Better Education
Results (SABER)
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• What is SABER-ECD and how could it be useful?
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• SABER-ECD sample analysis from countries
• Next steps for implementing SABER-ECD
Why did the World Bank launch SABER?
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

ECD features prominently within the new Education
Strategy 2020, Learning for All through three pillars:
 Invest Early,
 Invest Smartly
 Invest for All
Systems Approach for Better Education Results
(SABER) is designed to help countries:
 Fill data gaps related to education policies
 Make choices based on better evidence and analysis
 Obtain better educational results.
SABER Policy Domains
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System-wide Quality Assurance
Learning Standards
Learning Assessments
Information Management
Financing
Equity and Inclusion
Teachers
ICT
Governance
Governance
and
and
Institutions
Institutions
Resources
Service Delivery
Sub-Systems
Early Childhood Development
Primary & Secondary Schooling
Tertiary Education
School Health
Workforce Development
Low-income Countries
Middle-income Countries
OECD Countries
Fragile and Conflict-Afflicted
Countries
Learning
for all
SABER- ECD: Overview
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
SABER-ECD collects, analyzes, and disseminates
comparable international data on national and
sub-national ECD systems:



ECD programs - specific interventions that may
vary according to primary objective, coverage, etc.
ECD policies - regulatory framework and
institutional arrangements for service delivery at
the national or sub-national level.
Utility of SABER- ECD:
 Identify policy options to improve ECD
 International comparisons to generate options and
inform policy decisions
SABER-ECD: Analytical framework
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Establishing an
Enabling
Environment
Policy Levers
 Legal Framework
 Intersectoral Coordination
 Finance
Implementing
Widely
 Scope of Programs
 Coverage
 Equity
Monitoring and
Assuring Quality
 Data availability
 Quality Standards
 Compliance with
Standards
Outcome
Effective ECD policies
Policy Goals
All children have
the opportunity
to reach their full
potential
ECD Policy
Goal
Level of Development
Latent =
Emerging ==
Established ==
Establishing
an Enabling
Environment
Legal framework
non-existent, adhoc financing, few
institutions, low
sectoral and interinstitutional
coordination.
Implementing
Widely
Low coverage
levels, pilot
programs
established in some
sectors, high
inequality in access
and outcomes.
Coverage expanding
but gaps remain,
programs established
in a few sectors,
inequality in access
and outcomes.
Limited standards
exist for provision
of ECD services;
only minimal
measures of infant
& child mortality
reported.
Standards for ECD
Standards for ECD
services exist for most
services exist in some sectors; system in
sectors, no system to place to regularly
monitor compliance, monitor compliance;
increased information information on ECD
on ECD outcomes at
outcomes at national,
the national level.
regional and local
levels.
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Monitoring
and Assuring
Quality
Advanced ====
Minimal legal
framework, few
programs with
sustained financing,
low inter-institutional
coordination, higher
sectoral coordination.
ECD regulations in
some sectors, many
programs with
sustained financing,
functioning intra- and
inter-institutional
coordination.
Developed legal framework
for ECD, sustained
financing for attaining ECD
goals, robust interinstitutional coordination.
Near-universal
coverage in some
sectors, established
programs in most
sectors (health and
nutrition, education,
social protection), low
inequality in access.
Universal coverage, with
comprehensive strategies
across sectors; integrated
services for all children,
some universally provided,
some tailored to young
children's unique needs.
Standards exist for ECD
services in all sectors;
system in place to regularly
monitor and enforce
compliance; information on
outcomes at national,
regional, local and
individual levels.
Country level data collection and
analysis process
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1. Stocktake
• Engage stakeholders
in all relevant sectors
• Use instruments with
a multi-sectoral focus
• Take stock of:
• major ECD programs
• ECD policies
2. Analyze
• Use Program
Typology to classify
ECD programs
• Use Rubric to classify
ECD policies
• International
benchmarking
3. Identify
Options
• Identify countryspecific policy
options to strengthen
ECD
• Informed by
international
comparisons
• Produce Country
Report and
Presentation
Total time per country = 10-12 weeks
How can SABER-ECD be helpful to
countries?
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Three Examples:
Policy Goal 1: Establishing an Enabling Environment
Example: What are the key components of the legal
framework for ECD?
Comparing pre-primary provision in South Asia and East
Africa
Policy Goal 2: Implementing Widely
Example: Analyzing the scope of ECD interventions in
Tanzania
Policy Goal 3: Monitoring and Assuring Quality
Example: Quality standards and enrollment rates in
Uzbekistan
Example for Policy Goal 1: Key
Components of the Legal Framework
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Key Components of the Legal Framework to Promote ECD in a Country
Appropriate dietary consumption by pregnant women and young children
Breastfeeding promotion, salt iodization, iron fortification
Early learning opportunities for young children
Free preprimary school of at least two years
Healthcare for pregnant women and young children
Childhood immunizations, well-child visits, standard health screenings for pregnant
women, skilled attendants at delivery
Protection of pregnant women and opportunities for parents/caregivers to care for
infants
Guaranteed paid parental leave of adequate at least six months, job protection and
breastfeeding breaks for new mothers
Policies to protect young children
Specific provisions in judicial system, for young children, training for law
enforcement officers, services for orphans and vulnerable children, tracking of child
abuse (especially for young children), policies to protect rights of children with
special needs and promote their participation and access to ECD services, mandated
birth registration
How do the preprimary school policies
vary across South Asia?
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Bangladesh
Nepal
Pakistan
Sri Lanka
Voluntary Voluntary Kindergarten
Voluntary
Pre-primary School
2 years free
(no free
publicly
(no free public
Policy
(coverage
public
provided free
provision)
expanding) provision)
of charge
How does preprimary school
provision vary across East Africa?
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Summary of key features of preprimary school provision
in East Africa
Tanzania Ethiopia Kenya
(2010) (2010) (2009)
Uganda
(2010)
Age of preprimary entry
5 years
old
4 years
old
3 years
old
3 years
old
Duration of preprimary
2 years
3 years
3 years
3 years
Gross enrollment rate
33%
5%
52%
14%
Net enrollment rate
33%
4%
29%
14%
Percentage of private
enrollment
5%
95%
38%
100%
Example for Policy Goal 2: How can stocktaking
of interventions be useful in Tanzania
Social and
Child
Protection
National Program for Most Vulnerable Children
Programs for children with special needs
Sector
National Program for Care & Support of People Living with HIV
Health
PMTCT & Pediatric AIDS Care & Treatment
Immunizations
National programs for anemia, iodine and
Vitamin A deficiency
Nutrition
National Programs for maternal and child nutrition
Public
Preschools
Education
Parents/
Caregivers
Pregnant
Women
Children
0-2
Target Beneficiaries
Children
3-4
Children
5-6
Assessing programs by institutional arrangements to
identify level of coordination and gaps in Tanzania
Complexity of institutional arrangements
Coordinated
interventions across
multiple sectors
National Programs
for Anemia, iodine
deficiency, Vitamin A
deficiency
PMTCT & Pediatric
AIDS Care &
Treatment
Preschools
National Programs
for maternal and
child nutrition
National Program for
Care & Support of
People Living with HIV
National Program for
Most Vulnerable
Children
Programs for children
with special needs
Comprehensive
Immunization and
Vaccine
Development
Newborn and Child
Health Program
Sectoral
MultiSectoral
Example: School
feeding
Example: Cash
transfers
Example: Chile Crece
Contigo
Focus Areas- Mechanisms
Single sector
Multiple
Multiple sectors, specific
specific
programs
programs for targeted or
or
universal
universal populations
populations
Comprehensive regular
monitoring.
monitoring. Some universal
universal
services,
services, with tailored
tailored
interventions
Example for Policy Goal 3: Quality assurance
mechanisms and enrollment rates in Uzbekistan
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
System to monitor detailed child development
standards in place


Children’s progress tracked weekly/monthly and
reported to the regional and central government quarterly
and semi-annually.
Analysis of enrollment trends reveals:
Enrollment rates are not related to children’s
developmental progress.
Implication: state-identified development
standards do not signal value or quality to parents –
but what does?
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Qualified preschool teachers and regional
enrollment rates are highly correlated
40%
Tashkent City
35%
K. pakstan (U)
30%
R² = 0.4139
Syrdarya (R)
25%
Syrdarya (U)
20%
Andijan (U)
K. pakstan (R)
15%
Andijan (R)
10%
5%
0%
0.0
10.0
20.0
30.0
40.0
Enrolment Rate for 3-6 Year olds
50.0
60.0
70.0
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School infrastructure status and regional
enrollment rates are also highly correlated
% of Fully Equipped Public Pre-Schools
(as a share of all public pre-schools)
120%
100%
Tashkent City
80%
R² = 0.4313
60%
40%
20%
K. pakstan (U)
Andijan (U)% Syrdarya (U)
Syrdarya (R)
K.pakstan (R)
Andijan (R)
0%
0.0
10.0
20.0
30.0
40.0
Enrolment Rate for 3-6 Year olds
50.0
60.0
70.0
What does affect parents’ decision to enroll
children in preschool in Uzbekistan?
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•Quality of teaching (and perceived quality)
•Physical status and quality and appearance
of facilities
Policy planning implications:
• Targeting resources to teacher training could impact
enrollment
• Repairing buildings and improving infrastructure and
materials for early childhood care and education might
impact enrollment
• Incentives for highly-qualified teachers to teach in areas
with lower enrollment rates might help.
Comparing Policies with outcomes
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Comparing Nutrition Policies with Outcomes in South Asia
Bangladesh
Nepal
India
Pakistan
Sri Lanka
Mandatory
Voluntary
since 1998;
Mandatory
since 2011
Mandatory
since 2006
No
national
laws
Mandatory
since 1995
84%
63%
51%
17%
92%
Law
76%
Salt Iodization
Salt Iodization Policy
Population Consuming
Iodized Salt
Appropriate Infant Feeding and Breastfeeding Promotion
Compliance with Code of
Marketing of Breast Milk
Substitute
Infants Exclusively
Breastfed Below Six
Months
Many
provisions
but not law
Law
Law
Many
provisions
but not law
43%
53%
46%
37%
Sample International Comparison Table
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ECD Policy
Goal
Establishing
an Enabling
Environment
Implementing
Widely
Monitoring
and Assuring
Quality
Level of Development
Policy Lever
Armenia
Australia
Chile
Nepal
Sweden
Turkey
Uzbekistan
Legal Framework
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Coordination
llmm
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Financing
llmm
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Scope of
Programs
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Coverage
llmm
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Equity
llmm
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lmmm
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llmm
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ECD Information
llmm
lllm
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Quality Standards
lllm
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llmm
llmm
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lllm
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Compliance with
Standards
llmm
lllm
llmm
llmm
llll
llmm
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Legend:
Latent
Emerging Established Advanced
SABER-ECD around the world
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



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Participation is expected from most World Bank client countries.
Data collection completed in:
 Sub-Saharan Africa (Ethiopia, Kenya, Mali, Liberia, Sierra Leone,
Tanzania, Uganda)
 South Asia (Nepal, Pakistan)
 Eastern Europe/Central Asia (Armenia, Kyrgyzstan, Russia, Tajikistan,
Turkey, Uzbekistan)
Data collection ongoing in:
 Sub-Saharan Africa (30 countries total)
 East Asia and the Pacific (Samoa, Tonga, Vanuatu)
Data collection planned in:
 Latin America and the Caribbean
 Middle East and North Africa
Planned outputs include: country reports, regional reports, and a webbased portal to disseminate information.
For more information or to implement
SABER-ECD
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

Contact Deepa Sankar ([email protected])
Contact Michelle Neuman (Task Team Leader at
the World Bank for ECD at
[email protected])