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

Birth registration

(ARNEC Country Profile, 2012)

Children under Five Suffering from Stunting by Region

42

32

48

22

14

34

0

10

20

30

40

50

60

Sub-Saharan Africa

Middle East and North Africa

South Asia East Asia and Pacific

Latin America and Caribbean

World

%

Source: WHO data cited in UNICEF, 2009

Targeting U3: ECD programs in East Asia & Pacific

Australia Brunei Darussala

m

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 Darussala

m

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 Nam13 of 33

Source: EFA Global Monitoring Report 2012

Gross enrolment ratio in pre-primary education (2011)

Source: UNESCO Institute for Statistics

Access - equity

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

DI. Y

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uan

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Sum

ater

a Ba

rat

Kalim

anta

n Ti

mur

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wes

i Bar

atSu

law

esi S

elat

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law

esi T

enga

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law

esi U

tara

Nan

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arus

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i Ten

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ngku

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auKa

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ka B

elitu

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Sum

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tara

Sum

ater

a Se

lata

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a Te

ngga

ra T

imur

Kalim

anta

n Ba

rat

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Jaya

Bar

atM

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uM

aluk

u U

tara

Provincial ECE NER 3-6 Year Olds, Indonesia, 2006

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)

1. Approaches to Learning1. Approaches to Learning

EAP-ECDS Structure

2. Cognitive Development2. Cognitive Development 22 (27.66% of total indicators)22 (27.66% of total indicators)

3. Cultural Knowledge and Participation3. Cultural Knowledge and Participation 10 (12.57% of total indicators)10 (12.57% of total indicators)

4. Language and Emergent Literacy4. Language and Emergent Literacy 15 (16.61% of total indicators)15 (16.61% of total indicators)

5. Motor Development5. Motor Development

9 (8.54% of total indicators) (8 separate; 1 incorporated in

another item)

9 (8.54% of total indicators) (8 separate; 1 incorporated in

another item)

6. Health, Hygiene and Safety6. Health, Hygiene and Safety

7. Socio-Emotional Development7. Socio-Emotional Development

9 (8.89% of total indicators)9 (8.89% of total indicators)

16 (20.06 % of total indicators)16 (20.06 % of total indicators)

9 (5.67% of total indicators )(8 separate; 1 incorporated in

another item)

9 (5.67% of total indicators )(8 separate; 1 incorporated in

another item)

TotalTotal 9090

10

Types of Standards

Types of Standards Bangladesh Bhutan Sri Lanka India Nepal Pakistan

Early Learning Standards

Yes Yes YesProposed in

the draft document

Yes Yes

Programme/Service Standards

No Yes YesProposed in

the draft document

Yes Yes

Teacher/Caregiver Standards

In development

YesProposed in

the draft document

Yes

Curriculum Standards

Yes NoProposed in

the draft document

Yes Yes

(ARNEC Mapping Survey, 2012)

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 (pre-service)?

No Not yet Yes In Development No Not yet

Are there any standardised tools for measuring quality of an EC programme/services?

No

ECCD Monitoring Tool is used to monitor quality of ECCD programmes including Early Learning,

No No No In Development

(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)

• Emergent Literacy• Competency based• Connecting home - community based ECD - primary

School

Bangladesh Bhutan Sri Lanka India Nepal Pakistan

no Yes No. Yes No Yes

(ARNEC Mapping Survey, 2012)

A National Policy and Strategic Plan

Bangladesh Bhutan Sri Lanka India Nepal Pakistan

1. National Policy

Is there a national policy (or policy framework) for Early Childhood?

YesIn

developmentYes

In development

Yes Yes

Does it address early learning in an integrated way?

Yes Yes Yes Yes No Yes

2. Strategic Plan

Is there a strategic plan for promoting early learning? Yes No Yes

Yes / In

developmentYes

Yes / In

development

Is early learning addressed in an integrated way? No Yes No Yes No Yes

(ARNEC Mapping Survey, 2012)

Ministerial Responsibilities and Coordination

Ministry of Education

Ministry Child Development and Women

Affairs

Ministry of Health

Ministry of Social Welfare

Ministry of Social Justice

Ministry of Rural

Development

Ministry of Religious

Affi ars

Ministry of Labour

Minisry of Human

Resource Development

BangladeshPrimary and

Mass Education (5-

6)

Heath and Family

Welfare (<5)

Bhutan

Sri Lankaw Ministry of

Provincial Councils

IndiaHealth and

Family Welfare

NepalLocal

Development

PakistanDirectorate of

Education

Social Welfare and Women's Develppment

Responsible Ministry Associated Ministries

(ARNEC Mapping Survey, 2012)

Source: ARNEC Country Profile – GMR 2008

Public educational expenditure in pre-primary as % of total educational expenditure

(ARNEC Country profile, 2011)

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 decision-making discussion tables?

•What are specific ECD goals and relevant indicators that should be included in post-2015 MDG/SDGs?

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)

Birth to Age 3 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)

Pre-schoolers’ 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)

Early Graders 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)

Policy 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)

Out-of-the-Box Group

All children should have accessImprove learning outcomesNeed 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)

Further Discussions

• 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)

Proposed measurement areas/approaches

• 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

Summary from Regional Consultation (Jakarta, 2012)

In Conclusion – Follow up actions!

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