1. Establishing an Enabling Environment 2. Implementing Widely

Burkina FasoEARLY CHILDHOOD DEVELOPMENT

SABER Country Report

2014

Policy Goals Status1. Establishing an Enabling Environment

National laws and regulations promote some health care for pregnant women but leave out some important aspects of health care for young children. Burkina has an explicitly stated multisectoral policy called the Stratégie Nationale de Développement Intégré de la Petite Enfance (2007) but coordination at the level of service delivery needs more attention. In terms of financing Early Childhood Development (ECD), no transparent criteria for resource allocation are used in the education sector, while some criteria are used in the health and nutrition sectors. Overall, the level of ECD finance is inadequate in the education sector. The health sector is more adequately financed than the education sector.

2. Implementing WidelyMore attention to equity in access to ECD services is required in Burkina Faso. Despite the government’s efforts to ensure access to essential ECD services for all children, coverage levels remain low, particularly for children from disadvantaged families and those living in rural or marginalized areas. ECD service delivery should be expanded in all sectors to ensure that children have the opportunity to reach their full potential in life.

3. Monitoring and Assuring QualityQuality standards for infrastructure and service delivery for early childhood education facilities are established; however, compliance with those standards is not systematically monitored by the government. More than 90 percent of early childhood education centers are run by community-based and private-for-profit operators. The Ministry of Social Action and the Ministry of Education are attempting to increase the number of these centers that are registered with the government in order to better monitor compliance of these centers with official standards.

BURKINA FASO EARLY CHILDHOOD DEVELOPMENT SABER COUNTRY REPORT |2014

SYSTEMS APPROACH FOR BETTER EDUCATION RESULTS 2

Systems Approach for Better EducationResults Early Childhood Development(SABER ECD)SABER ECD collects, analyzes and disseminatescomprehensive information on ECD policies around theworld. In each participating country, extensive multiliterature is collated and interviews are conducted witha range of ECD stakeholders including governmentofficials, service providers, civil society, developmentpartners and scholars. The SABER ECD frameworkpresents a holistic and integrated assessment of how theoverall policy environment in a country affects youngchildren’s development. This assessment can be used toidentify how countries address the same policychallenges related to ECD, with the ultimate goal ofdesigning effective policies for young children and theirfamilies.

Box 1 presents an abbreviated list of interventions andpolicies that the SABER ECD approach looks for incountries when assessing the level of ECD policydevelopment. This list is not exhaustive, but is meant toprovide an initial checklist for countries to consider thekey policies and interventions needed across sectors.

Three Key Policy Goals for EarlyChildhood Development

SABER ECD identifies three core policy goals thatcountries should address to ensure optimal ECDoutcomes: (i) Establishing an Enabling Environment (ii)Implementing Widely and (iii) Monitoring and AssuringQuality. Improving ECD requires an integrated approachto address all three goals. As described in Figure 1, foreach policy goal, a series of policy levers are identified,through which decision makers can strengthen ECD.Strengthening ECD policies can be viewed as acontinuum; as described in Table 1 on the followingpage, countries can range from a latent to advanced levelof development within the different policy levers andgoals.

Box 1: A checklist to consider how well ECD is promoted atthe country levelWhat should be in place at the country level to promotecoordinated and integrated ECD interventions for young childrenand their families?Health care

Standard health screenings for pregnant womenSkilled attendants at deliveryChildhood immunizationsWell child visits

NutritionBreastfeeding promotionSalt iodizationIron fortification

Early LearningParenting programs (during pregnancy, after deliveryand throughout early childhood)High quality childcare for working parentsFree preprimary school (preferably at least two yearswith developmentally appropriate curriculum andclassrooms, and quality assurance mechanisms)

Social ProtectionServices for orphans and vulnerable childrenPolicies to protect rights of children with special needsand promote their participation/ access to ECD servicesFinancial transfer mechanisms or income supports toreach the most vulnerable families (could include cashtransfers, social welfare, etc.)

Child ProtectionMandated birth registrationJob protection and breastfeeding breaks for newmothersSpecific provisions in judicial system for young childrenGuaranteed paid parental leave of least six monthsDomestic violence laws and enforcementTracking of child abuse (especially for young children)Training for law enforcement officers in regards to theparticular needs of young children

Figure 1: Three core ECD policy goals



Policy Goal 1: Establishing an EnablingEnvironment

Policy Levers: Legal Framework•Intersectoral Coordination • Finance

An Enabling Environment is the foundation for the designand implementation of effective ECD policies 1 . Anenabling environment consists of the following: theexistence of an adequate legal and regulatory frameworkto support ECD; coordination within sectors and acrossinstitutions to deliver services effectively; and, sufficientfiscal resources with transparent and efficient allocationmechanisms.

Policy Lever 1.1:Legal Framework

The legal framework comprises all of the laws andregulations which can affect the development of youngchildren in a country. The laws and regulations whichimpact ECD are diverse due to the array of sectors whichinfluence ECD and because of the different constituenciesthat ECD policy can and should target, including pregnantwomen, young children, parents, and caregivers.

1 Brinkerhoff, 2009; Britto, Yoshikawa & Boller, 2011; Vargas Baron, 20052 EPI complete course of immunizations targets nine vaccine preventablediseases: tuberculosis; diphtheria; pertussis; tetanus; poliomyelitis; measles;hepatitis B; Haemophilus influenza type b; and yellow fever.

National laws and regulations promote some healthcare for pregnant women. Under the National HealthPolicy (La politique nationale de sante) (2010), theGovernment of Burkina Faso (GoBF) provides freeprenatal visits for women and subsidizes 80 percent ofthe cost of delivery. According to this policy, standardhealth screenings for HIV and STDs are provided forpregnantwomen in addition to referrals to other servicesas required.

National laws and regulations leave out someimportant aspects of health care for young childrenincluding delivery of a full course of childhoodimmunizations and providing well child visits forchildren past the age of 5. According to the Ministry ofHealth’s Direction de la Prevention par les vaccination,children are required to receive a complete course ofchildhood immunizations 2 except for meningitis andmumps which they do only when there is an epidemic.

According to the National Health Policy PolitiqueNationale de la Sante document national de referenceyoung children below the age of 5 are provided withregular well child visits. After 5 years of age, children areonly entitled to free medical visits in cases of malaria.

Table 1: ECD policy goals and levels of development

ECD Policy Goal

Level of Development

Establishing anEnablingEnvironment

Non existent legalframework; ad hocfinancing; low intersectoral coordination.

Minimal legal framework;some programs withsustained financing;some inter sectoralcoordination.

Regulations in somesectors; functioninginter sectoralcoordination; sustainedfinancing.

Developed legalframework; robust interinstitutionalcoordination; sustainedfinancing.

ImplementingWidely

Low coverage; pilotprograms in somesectors; high inequality inaccess and outcomes.

Coverage expanding butgaps remain; programsestablished in a fewsectors; inequality inaccess and outcomes.

Near universal coveragein some sectors;established programs inmost sectors; lowinequality in access.

Universal coverage;comprehensivestrategies across sectors;integrated services forall, some tailored andtargeted.

Monitoring andAssuring Quality

Minimal survey dataavailable; limitedstandards for provision ofECD services; noenforcement.

Information on outcomesat national level;standards for servicesexist in some sectors; nosystem to monitorcompliance.

Information on outcomesat national, regional andlocal levels; standards forservices exist for mostsectors; system in placeto regularly monitorcompliance.

Information on outcomesfrom national toindividual levels;standards exist for allsectors; system in placeto regularly monitor andenforce compliance.



The frequency of visits before five years of age is asfollows: two times before 1 month of age, one time permonth between 2 to 12 months and every three monthsbetween the ages of 1 to 5 years. However, there is nopolicy in place for regular child visits after 5 years of age.The government is in the process of developing aregulation for services for children beyond 5 years of age.

National laws and regulations promote appropriatedietary consumption by pregnant women and children.The nutrition policy (Politique de Nutrition, 2007)encourages breastfeeding. In addition, the policymandates food fortification including fortification of oilwith vitamin A, salt with iodide, and wheat with iron.However, corn and rice are not required to be fortifiedaccording to this policy.

Some policies protect pregnant women and newmothers and promote opportunities for parents toprovide care to newborns and infants in their first yearof life; however, more could be done. According to theLabor Code (Code du Travail, 2008), Burkina Fasoprovides 14 weeks of maternity leave with 100 percentpay while paternity leave is three days. Further, some ofthe guidelines suggested by the ILOMaternity ProtectionConvention are followed in Burkina Faso. Burkina Faso’sCode du Travail (2008) penalizes and prevents thedismissal of pregnant women. However, it is not illegalfor an employer to ask about family status during a jobinterview, employers are not required to give employeesan equivalent position when they return from maternityleave, and while public service employers are required toprovide breaktime for nursing mothers (1.5 hours),nursing rooms are not guaranteed. Table 2 shows thatleave policies in Burkina Faso are comparable to thoseoffered by other countries in the region.

Table 2: Comparison of maternity and paternity leavepolicies in Sub Saharan AfricaBurkinaFaso

Coted’Ivoire Mali Niger Senegal

98 days ofpaid

maternityleave at100%

salary, 3days ofpaternityleave at

100% salary

98 days ofpaid



100% salary

98 days ofpaid



100% salary

98 days ofpaid


salary, 1day of

paternityleave at

100% salary

98 days ofpaid


salary, nodata onpaternityleave

Source: ILO, 2012

3 Naudeau et al., 2011; UNESCO OREALC, 2004; Neuman, 2007

Free pre primary education is not mandated in thecountry. The gross enrolment rate in Burkina Faso is just3.5 percent with more than 85 percent of the enrolmentin the non state and private sector (UIS, 2011 2012).

Child and social protection policies and services are welldeveloped. According to the Ministère de l'ActionSociale et de la Solidarité Nationale (MASSN), there is apolicymandating the registration of children at birth. Thegovernment promotes the reduction of family violencethrough the following initiatives: violence preventionthrough home visits, training provision for EarlyChildhood Care and Education (ECCE), teachers’identification of child abuse and neglect, and child abusetracking and reporting activities. According to MASSN,the national judiciary provides training for judges,lawyers, law enforcement officers, specialized courts,and supports the creation of specialized child advocates.

Development in early childhood is a multidimensionalprocess.3 In order to meet children’s diverse needs duringthe early years, government coordination is essential,both horizontally across different sectors as well asvertically from the local to national levels. In manycountries, non state actors (either domestic orinternational) participate in ECD service delivery; for thisreason, mechanisms to coordinate with non state actorsare also essential.

Burkina Faso has an explicitly stated multisectoral ECDpolicy. In 2007, La Stratégie Nationale deDéveloppement Intégré de la Petite Enfancewas adoptedby the Council of Ministers. The 10 year strategy coversthe Education, Health, Nutrition, Social Protection, ChildProtection and Water, Sanitation and Hygiene sectorsand is applicable at the federal, provincial, and local

Policy Lever 1.2:Intersectoral Coordination

Key Laws and Regulations Governing ECD in Burkina FasoLa strategie national de developpementintegre de la petite enfance (SNDIPE)Programme national d’education prescolaire(PNEP)Programme national d’education parentaleLa politique nationale de sante revisee 2010La politique de nutrition revisee 2007



levels. However, there are no implementation orresource mobilization plans for the strategy. It should benoted that a plan for the integrated development of ECDwas elaborated in 2008, to cover 2009 2012 but no fundshave been mobilized to implement the plan.

While there is no designated institutional anchor tocoordinate ECD across all sectors, including health,education, social protection and nutrition, there arespecific units charged with ECD program and policydevelopment within MASSN and the Ministère del'Education Nationale et de l'Alphabétisation (MENA).Within MASSN, the Directorate of Early Childhood(Direction de la Promotion de l’encadrement de la PrimeEnfance) ensures the implementation of developmentprograms for children 0 3 years of agewhile theDirectionde l’Education Prescolaire is responsible for pre primaryeducation for 3 5 year olds within MENA. The differentactors involved in the implementation of the nationalstrategy for integrated early childhood development donot meet regularly. However, integrated service deliverymanuals and guidelines are available. For example, thereare manuals for parent education and teachingprograms, and guidelines for field workers.

According to MASSN, annual coordination meetings areorganized between state and non state stakeholders.These are the National Council sessions for childhood.

Box 2: The Chilean Experience: Benefits of MultisectoralPolicy Design and Implementation

Summary: A multisectoral ECD policy is a comprehensivedocument that articulates the services provided tochildren and key stakeholders involved, includingresponsibilities of service providers and policymakers. Thepolicy should also present the legal and regulatoryframework in a country and address any possible gaps.Typically, a policy can include a set of goals or objectivesand an implementation plan that outlines how they will beachieved. The benefits of doing so are manifold. Thepreparation process requires all stakeholders tocontribute, which in turn promotes a more holistic,synergetic approach to ECD and identifies possibleduplication of objectives by individual stakeholders.Another benefit is that the policy framework clarifies theboundaries within which all stakeholders are to operateand can create accountability mechanisms.

One such example is Chile Crece Contigo (“Chile GrowsWith You”, CCC), an inter sectoral policy introduced in2005. The multi disciplinary approach is designed toachieve high quality ECD by protecting children fromconception with relevant and timely services that provideopportunities for early stimulation and development. Acore element of the system is that it providesdifferentiated support and guarantees children from thepoorest 40 percent of households with key services,including free access to pre primary school. Furthermore,the CCC mandates provision of services for orphans andvulnerable children and children with special needs. Thecreation and implementation of the CCC has beenaccomplished through a multisectoral, highly synergisticapproach at all levels of government. At the central level,the Presidential Council is responsible for thedevelopment, planning, and budgeting of the program. Ateach of the national, regional, provincial, and local levelsthere are institutional bodies tasked with supervision andsupport, operative action, as well as development,planning and budgeting for each respective level. The ChileCrece Contigo Law (No. 20.379) was created in 2009.

Key considerations for Burkina Faso:Multisectoral policy that articulates responsibilitiesfor each government entityHighly synergetic approach to service deliveryGuaranteed support for poorest households



While legal frameworks and intersectoral coordinationare crucial to establishing an enabling environment forECD, adequate financial investment is key to ensuringthat resources are available to implement policies andachieve service provision goals. Investments in ECD canyield high public returns, but are often undersuppliedwithout government support. Investments during theearly years can yield greater returns than equivalentinvestments made later in a child’s life cycle and can leadto long lasting intergenerational benefits4. Not only doinvestments in ECD generate high and persistent returns,they can also enhance the effectiveness of other socialinvestments and help governments address multiplepriorities with single investments.

The budget process is somewhat transparent in BurkinaFaso in the health sector, but not transparent in theeducation sector. No criteria are used in the educationsector to determine budget allocations, while somecriteria are used in the health and nutrition sectors. Thebudget for ECD is coordinated across MASSN and MENA.The two ministries hold joint meetings for planning andallocation of the budget. The government can accuratelyreport public expenditure for ECD in health, education,social protection, and nutrition.

The level of ECD finance is inadequate. Table 3 displaysthe distribution of pre primary spending across othercountries in the region. Public expenditure data from2007 show just 0.6 percent of the public educationbudget was spent on pre primary education. AccordingtoMICS, in 2011, 32 percent of routine EPI vaccines werefinanced by the government.

Table 3: Public expenditures on pre primary in selectedSub Saharan African countries

BurkinaFaso


Distribution ofpublic educationexpenditure onpre primary

0.6% NA 0.3% 2.0% 0.3%

Pre primaryexpenditure aspercentage ofGDP

0.1% NA NA 0.1% NA

Source: UNESCO Institute of Statistics, 2010 2012 (most recent dataavailable)

4 Valerio & Garcia, 2012; WHO, 2005; Hanushek & Kimko, 2000; Hanushek &Luque, 2003

The level of public finance is somewhat equitablydistributed across various segments of society. Forpublicly run early childhood education centers, the costsvary depending on the location (urban, semi urban, orrural). The government ensures only the initialinvestments (building and equipment) and salaries ofteaching staff (early childhood educator and monitor).Other types of fees that are charged and that may varygreatly from one center to another include: registration,tuition, educational supplies, uniforms, and parentassociation fees. In the health sector, 20 percent of thelabor fee is charged to mothers, while treatment forimmunizations, diarrhea, TB, and antenatal care is free.According to the World Health Organization (WHO), outof pocket expenditure was 36 percent of total healthexpenditure in 2012 for Burkina Faso. Table 4 compareshealth expenditure indicators in Burkina Faso with othercountries in the region. It is interesting to note that thegovernment of Burkina Faso spends more on health percapita compared to Mali and Niger, its peer countries.

Table 4: Regional comparison of select health expenditureindicators

BurkinaFaso


Total healthexpenditure as apercentage of GDP

6% 7% 6% 7% 5%

Out of pocketexpenditure5 aspercentage ofprivate healthexpenditure

80% 77% 100% 88% 77%

Generalgovernmentexpenditure onhealth per capita(adjusted forpurchasing powerparity)

90 144 74 44 96

Routine EPIvaccines financedby government

32% 30% NA 14% 32%

Source:WHOGlobal Health Expenditure Database, 2013; UNICEF, 2013

The level of remuneration for ECCE service personnel islow relative to other human development professionalsin the country. In early childhood centers, the minimumsalary for a trained preprimary educator is more than 40percent less than that of a primary school teacher (USD210 per year versus USD 371 per year). These salariesreflect government requirements for trained teachers,

Policy Lever 1.3:Finance



but in reality, the majorities of teachers are untrainedand work in the non state sector where theircompensation is likely less than USD 210 per year earnedby public preschool educators. Community basedchildcare center professionals are not paid for by thegovernment. Bisongos are the prevalent form ofcommunity based childcare center in Burkina Faso andthese teachers are paid by the community. Further,extension health service professionals are not paid bythe government.

Policy Options to Strengthen the EnablingEnvironment for ECD in Burkina Faso

Legal framework. Burkina Faso has developedpolicies and regulations in all relevant sectors tosupport ECD. Although the government hasintroduced a number of policies in recent yearsto support preprimary education, preprimaryenrolment rates remain significantly low inBurkina Faso. Burkina Faso could considerintroducing a policy of mandatory preprimaryeducation and a phased approach to expandinguniversal coverage. In terms of health policy, theGoBF should consider expanding national lawsand regulations to require a full course ofchildhood immunizations including meningitisand mumps. It should consider strengtheningpolicies that protect pregnant women and newmothers and promote opportunities for parentsto provide care for newborns including making itillegal for an employer to ask about family status,and guaranteed employment upon return fromparental leave.

Intersectoral coordination. Develop a costedimplementation plan to support themultisectoral policy. The government couldconsider forming a multisectoral working groupwhose first project could be to identify resourcesavailable within the GoBF and in public/ privatesector for implementation of multi sectoralpolicy. It is important that the gap betweeninternally available resources and the cost ofimplementation of policy be identified. Trainingand capacity building of government staff toenable them to engage and advocate effectivelyfor financial support from international donors

would greatly support efforts to mobilizeresources toward ECD.

Finance. It is important that the governmentcommit to a sustained financial support for theimplementation of ECD policies. Currently, thegovernment provides limited ECD financing andthere are no mechanisms for ministries tocoordinate spending on ECD. The GoBF couldimprove data collection by relevant ministries onspending by age group in order to better trackresources available for ECD. It should alsodevelop mechanisms for joint planning betweenministries on ECD spending and sharing data onECD related budget allocations and spending.

Policy Goal 2: Implementing WidelyPolicy Levers: Scope of Programs •Coverage •Equity

Implementing Widely refers to the scope of ECDprograms available, the extent of coverage (as a share ofthe eligible population) and the degree of equity withinECD service provision. By definition, a focus on ECDinvolves (at a minimum) interventions in health,nutrition, education, social and child protection, andshould target pregnant women, young children and theirparents, educators, and caregivers. A robust ECD policyshould include programs in all essential sectors; providecomparable coverage and equitable access acrossregions and socioeconomic status, especially reachingthe most disadvantaged young children and theirfamilies.

Policy Lever 2.1:Scope of Programs

Effective ECD systems have programs established in allessential sectors and ensure that every child andexpecting mother has guaranteed access to the essentialservices and interventions they need to live healthfully.The scope of programs assesses the extent to which ECDprograms across key sectors reach all beneficiaries.Figure 2 presents a summary of the key interventionsneeded to support young children and their families viadifferent sectors at different stages in a child’s life.



Figure 2: Essential interventions during different periods of young children's development

Table 1 summarizes the range of ECD interventions available in Burkina Faso at present.

Table 1: ECD Programs and Coverage in Burkina FasoECD Programs and Coverage in Burkina Faso

ECD InterventionScale

Pilot program Low coverage, all regions High coverage, someregions

Scaling nationally

HealthPrenatal healthcare XComprehensive immunizations forinfants X6

Childhood wellness and growthmonitoring XEducationPublicly provided early childhood careand education X

Privately provided early childhoodeducation XCommunity based early childhood careand education X

NutritionMicronutrient support for pregnantwomen XFood supplements for pregnant women XMicronutrient support for young children XFood supplements for young children X

6 Refers to 1 year old children immunized against DPT (corresponding vaccines DPT3ß) only.



Food fortification XFeeding programs in preprimary schools XParentingParenting integrated intohealth/community programs X

Home visiting programs to provideparenting messages X

Anti povertyCash transfers conditional on ECDservices or enrollment NA

Special NeedsPrograms for OVCs X

Preschool education models operating in Burkina Faso at present include those delivered by the public sector, theprivate sector, and those that are managed by the community. There were 309 community based centers and 522private for profit centers registered in 2012 2013. The Government also operates about 90 public preschools that areconcentrated in the main cities. Community based centers called Bisongo and the Center for Educational Enlightenment(3E) are funded by partners such as UNICEF, Bornefonden, Hunger Project and Solidar Suisse. The implementation of thismodel is financed by the community while technical assistance for the set up of the centers and facilitators training isprovided by the government and its partners.

Figure 3: Growth in enrolment by type of preschool

Source: Annuaire Statistique, 2012

Figure 3 shows a significant growth in preschool enrolment in Burkina Faso over the 5 year period between 2007 2012.Themajority of the growth comes from the private sector where enrolment levels have grown by 114 percent (over 15,000new children enrolled).

11981 13,49115,806

12869

20,626

33,826

05000

10000150002000025000300003500040000

public communitaire privates (for profit)

Growth in enrolment by type of preschool

2007

2012

53 %7%

114%



Figure 4: Enrolment rate by region, 2012 2013


Figure 4 shows the range in enrolment levels among the various regions in Burkina Faso. As seen above, the regions withlowest access are Nord, Sud Ouest, and Boucle du Mouhoun. Enrolment levels are highest in Centre region, where themajor urban center of Ouagadougou is located.

Figure 5: Urban Rural disparity in access to ECD services


Figure 5 shows a significant level of disparity in access to ECD services in Burkina Faso for those living in rural areascompared to those in urban areas. This coverage rates on four important ECD service indicators that are highlightedabove.

1.1 1.6 1.7 1.8 1.9 1.9 2.5 2.9 3.0 3.5 3.7 3.8 3.8

14.7

0.02.04.06.08.0

10.012.014.016.0

Enrolment rate by region, 2012 2013

93 93

31

8374

61

19

45

0102030405060708090

100

Birth registration (%)2005 2012*

Skilled attendant at birth(%) 2008 2012*

Diarrhoea treatmentwith oral rehydrationsalts (ORS) (%) 2008

2012*

Primary school netattendance ratio 2008

2012*

Urban Rural disparity in access for ECD services

urban

rural



Social protection programs addressing the needs ofparents of children aged 0 8 are varied in Burkina Faso.The government has a national parenting programfocused on ECD which is implemented in the entirecountry by MASSN and other partner ministries such asMENA and the Ministry of Health. The ChristianChildren’s Fund for Children of Canada, an internationalNGO, has also developed a positive parenting program.As of August 2013, about 1,300 adults across 14communities in caregiving roles, including parents,teachers, preschool and community workers, weretrained in the importance of early childhooddevelopment and education using the Learning ThroughPlay (LTP) early childhood development methodologydeveloped by Hincks Dellcrest for parental education.There are also government run domestic abuseprevention programs and some availability of temporaryhousing in the main cities of Ouagadougou and BoboDioulasso for Orphans and Vulnerable Children (OVCs).The following two programs related to AIDS are offeredfree of charge: PTME (Prévention de la TransmissionMère Enfant du VIH/SIDA) and traitement antirétroviraldu VIH/SIDA.

Health and nutrition programs addressing ECD issuesare delivered both by government and by internationalpartners. Health services available through thegovernment health facilities include free prenatal visits,availability of government subsidized infant deliveryservices (80 percent price reduction), vaccine coverage,birth control coverage , insecticide treated bed net (forpregnant women and children), HIV transmissionprevention services, free retroviral drugs, andtuberculosis vaccines.

On the nutrition side, the government partners withinternational organizations to deliver services. Forexample, the Micronutrient Initiative is an internationalNGO working with the government to eliminate vitaminand mineral deficiencies in Burkina especially amongyoung children. The World Food Programme (WFP) isanother partner supporting more than 12,000 peopleaffected by HIV in Burkina Faso. In addition to providingnutritional support, WFP helps them start their ownbusinesses so they can sustain themselves and theirfamilies.

Policy Lever 2.2: Coverage

A robust ECD policy should establish programs in allessential sectors, ensure high degrees of coverage andreach the entire population–especially the most

disadvantaged young children– equitably, so that everychild and expecting mother has guaranteed access toessential ECD services.

Access to essential ECD health and nutritioninterventions for pregnant women is in need ofexpansion. Thirty four percent of pregnant womenbenefited from at least four antenatal visits in 2011.Further, 66 percent of HIV+ pregnant women receivedARVs for PMTCT in 2012.

Table 5: Regional comparison of level of access to essentialhealth and nutrition interventions for pregnant women

BurkinaFaso


Skilled attendantat birth

About 70%(averageurban andrural)

59.4% 56.1 29.3 65.1

Pregnant womenreceivingantenatalcare (at leastonce)

34% 90.6% 74.6 82.9 93.3

Prevalence ofanemia inwomen

>40% >40% >40% >40% >40%

Prevalence ofanemia inpregnant women(2006)

68.3% 55.1% 73.4% 65.5% 57.6%

Source: UNICEF MICS4, 2012;UNICEF Country Statistics, 2008 2012; UNAIDS,2012; WHO Global Database on Anemia, 2006

Burkina Faso is close to providing a high level of access toessential health interventions for young children. Thecountry already has a high coverage rate (93 percent) forantibiotics for children with suspected pneumonia. It alsohas a high coverage rate for 1 year old childrenimmunized against DPT. However, the government hasmore work to do in treating children with diarrhea andensuring that they sleep under an insecticide treated bednet (ITN).



Table 6: Regional comparison of level of access to essentialhealth interventions for ECD aged children

BurkinaFaso


1 year old childrenimmunized againstDPT (correspondingvaccines DPT3ß)

90% 94% 74% 74% 92%

Children below 5with suspectedpneumonia receiveantibiotics

93% 19.2 43.9 NA NA

Children below 5with suspectedpneumonia taken tohealth provider

56% 38.2 41.8 57.7 49.9

Children below 5with diarrheareceiving oralrehydration salts

32.6% 36.3% 32.3% 44.3 22.4

Source: UNICEFMICS4, 2011; UNICEF Country Statistics, 2007 2011;WHO GlobalDatabase on Anemia, 2006

Access to essential nutrition interventions is emerging.The vitamin A supplementation coverage rate for children6 59 months of age is 97 percent. Only 25 percent ofchildren below the age of 6 months are exclusivelybreastfed. The percentage of the population thatconsumes iodized salt is 34 percent while over 40 percentof women have anemia, according to WHO.

Table 7: Regional comparison of level of access to essentialnutrition interventions for ECD aged children

BurkinaFaso


Children below 5 withmoderate/severestunting

32.9 29.8 27.8 43.9 26.5

Infants exclusivelybreastfed until 6months

38.2 12.1 20.4 23.3 39

Infants with low birthweight 14.1 17 18 27 18.6Prevalence of anemiain preschool agedchildren

91.5% 69% 82.8% 81.3% 70.1%

Source: UNICEF MICS4, 2011; UNICEF Country Statistics, 2007 2011; WHOGlobal Database on Anemia, 2006

According to UNICEF, total birth registration is 76.9 percent(2005 2012) in Burkina Faso.

Table 8: Regional comparison of birth registration rateBurkinaFaso


Birth registration2000 2010

76.9%(20052012)

65 80.8 31.8 74.6

Source: UNICEF MICS4, 2011; UNICEF Country Statistics, 2007 2011

Summary: The Government of Colombia has recentlydeveloped the De Cero a Siempre, or “From Zero toForever” strategy to promote a comprehensive ECDsystem across relevant sectors. A major component of thenew strategy is the Ruta Integral de Atenciones, or the“Scheme for Comprehensive Services,” which is anestablished list of specific ECD services that should bedelivered to all young children. This Ruta Integral providesan operational framework which spans the prenatalperiod to 6 years of age and includes interventions relatedto the health, nutrition, socio emotional development,cultural understanding, and protection of the child.Colombia’s new ECD strategy emphasizes implementationat the local level; each municipality is expected toestablish a municipal ECD committee. These municipalcommittees are responsible for coordinating interventionsat the level of service delivery to ensure that childrenreceive all essential services outlined in the Ruta Integral.

Key considerations for Burkina Faso:Because policy decisions and interventions in ECDspan multiple ministries in Burkina Faso (such asMinistry of Education, Ministry of Health, NutritionDept., Ministry of Social Solidarity, it is important tohave a common plan of action, not only at the policylevel, but at the service delivery and local level.

Box 3: Relevant lessons from Colombia: Ruta Integral



Box 4: Brazil’s campaign to promote breastfeeding, andlessons for Burkina Faso

7 Engle et al, 2011; Naudeau et al., 20118 Source: Table 2, Annuaire Statistic 2012 2013

Policy Lever 2.3:Equity

Based on the robust evidence of the positive effects ECDinterventions can have for children from disadvantagedbackgrounds, every government should pay specialattention to equitable provision of ECD services7. One ofthe fundamental goals of any ECD policy should be toprovide equitable opportunities to all young children andtheir families.

The level of equity in access to services among regionsis low. There is a wide gap in preschool enrolment levelsbetween regions. For example, the Centre region had apreprimary enrolment rate of 14.7 percent while Nordprovince had the lowest enrolment rate of all regions at1.1 percent in 2012 2013.8

There is equitable access to preprimary school bygender with 3 percent of girls enrolled and 3 percent ofboys enrolled between 2008 and 20129. This level ofgender equity in enrolment is noted across each regionof the country.

ECCE services do not yet accommodate children withspecial needs. However a policy is being elaborated withUNICEF to better serve children with special needs(planned completion in 2014). Instruction in the mothertongue is encouraged in preschools but it is notmandatory. Curriculum and language materials are nottranslated into major local languages.

Equity in access by socioeconomic status is low and inneed of improvement. For example, the richest 20percent of women are assisted by a skilled birthattendant 92 percent of the time, while the poorest 20percent of women are assisted by skilled birth attendantsonly 46 percent of the time. Similarly 95 percent ofchildren of the wealthiest households are registered atbirth, while only 62 percent of the poorest householdsare registered.

Equity in access to ECD services in rural and urban areasranges from high to low depending on the service. Inurban areas, the birth registration rate is 93 percent andin rural areas it is 74 percent. Further, in urban areas, 50percent of people have access to improved sanitationservices while only 6.5 percent of people in rural areashave improved sanitation services. Skilled attendants arepresent in urban areas for 93 percent of births, while in

9 UNICEF. Burkina Faso Country profile. Date accessed June 8 2014. Dataavailable: http://www.unicef.org/infobycountry/burkinafaso_statistics.html

Summary: Brazil’s campaign to promotebreastfeeding is an example of a successful effort tochange public perception and health care practices,resulting in a significant increase in breastfeeding. Thecampaign was initiated in 1980 by the National Foodand Nutrition Institute. UNICEF and the Pan AmericanHealth Organization helped to develop publicawareness materials that addressed the lack ofinformational materials on breastfeeding inPortuguese. Instructional brochures were widelydistributed to mothers. A media campaign featuredradio, television, and print media spots, andendorsements by well known personalities. The WHOand UNICEF held training courses on breastfeeding forhealth care workers and managers, and the BabyFriendly Hospital Initiative was widely implemented toinitiate early feeding. A coalition of numerous actorshelped make the campaign a success. The CatholicChurch, mothers groups, associations of medicalprofessionals, community leaders, politicians, and themedia were all engaged in the effort. The exclusivebreastfeeding rate rose from 3.6 percent in 1986 to 40percent in 2006.

Key recommendations for Burkina Faso, drawing onBrazil’s experience:

Develop and disseminate local language materialson the benefits of breastfeeding for a variety ofaudiences. These could include training materialsfor health care workers, awareness pamphlets forcommunity leaders and NGOs, and instructionalbrochures for mothers, including mothers whoare illiterateEncourage breastfeeding from an Islamicperspective, and engage religious organizationsand leaders to spread awarenessTrain health care workers to educate mothers onthe benefits of breastfeeding, and to supportthem in initiating and maintaining the practiceEngage the support of NGOs, women’sassociations, health workers, community leaders,etc.

Source: Implementation of Breastfeeding Practices in Brazil:http://www1.paho.org/English/DD/PUB/NutritionActiveLife ENG.pdf



rural areas, they are present for 61 percent of births(between 2007 and 2012) showing that the disparity inlocation is significant.

Policy Options for Implementing Widely inBurkina Faso

Scope of Programs. As shown in Table 1, theGoBF should consider increasing the range ofprogramming in the areas of nutrition, antipoverty, and interventions for OVCs.Coverage. Enrolment rates in preschool aregrowing quickly but coverage is still low at 3.5percent nationally. The government shouldinvestigate service delivery models that are lowcost and accessible to children in both urban andrural areas. One such example is InteractiveAudio Instruction (IAI) which has beensuccessfully implemented in Zanzibar in order todramatically increase enrolment rates.

In terms of health programming, less than 50percent of pregnant women have access toantenatal visits. There is an opportunity for thegovernment to investigate partnerships andoptions for expanded coverage in this area.Nutrition programming should also be improved:a low proportion of the population consumesiodized salt; the proportion of women whobreastfeed needs to improve and; a largeproportion of women are anemic.Equity. The poorest and more rural populationshave less access to ECD interventions. Thegovernment should consider targetingmechanisms to reach the most marginalizedfamilies with young children; this could includeexpanding its conditional cash transfer programor introducing block grants to the mostvulnerable villages in order to support ECDservices. Block grants can be used to supportdeveloping health and nutrition programs forchildren and/or providing ECCE access based onthe needs of particular regions.

Box 5: Relevant lessons Senegal: Improving access to nutritioninterventions in hard to reach populationsExample from Senegal: Coordinating service deliveryacross sectorsIn 2002, the Nutrition Enhancement Program (NEP) waslaunched by the Government of Senegal to providemultisectoral support for nutrition and enhancenutritional conditions for children below the age of fiveand pregnant and lactating women. It includescommunity based growth monitoring and promotion,and community IMCI (Integrated Management ofChildhood Illness) with maternal counseling, home visits,and cooking demonstrations. The project integratednutrition interventions (i.e. growth monitoring andpromotion) with existing health sector interventions (i.e.IMCI). The Ministry of Health and local developmentagencies already provided a relatively good scope ofcoverage of health interventions in local communities.Thus, the nutrition sector leveraged existing resources todeliver the NEP interventions. Due to the synergeticeffect of bringing together the nutrition and healthsectors, NEP became a mechanism for delivering otheressential health and nutrition services provided byexisting programs (including insecticide treated bed netsand vitamin A supplements). By 2012, the Governmentof Senegal expanded the community nutrition programto reach more than 60 percent of the target population.Key Lessons for Burkina Faso:

The government can consider taking a communitybased approach to enhancing nutritional supports.Linking government staff and health sector workers withthose in nutrition could be a way to leverage resources.The government already provides relatively good accessto health services, including birth attendants andprenatal care so these health sector programs could beexpanded to include nutritional components.

Promoting feeding practices combined with thedelivery of essential health services could be an effectivestrategy to promote the holistic development ofchildren.

Policy Goal 3: Monitoring and AssuringQuality

Policy Levers: Data Availability • QualityStandards • Compliance with Standards

Monitoring and Assuring Quality refers to the existenceof information systems to monitor access to ECD servicesand outcomes across children and standards for ECDservices and systems to monitor and enforce compliance



with those standards. Ensuring the quality of ECDinterventions is vital because evidence has shown thatunless programs are of high quality, the impact onchildren can be negligible or even detrimental.

Policy Lever 3.1:Data Availability

Accurate, comprehensive and timely data collection canpromote more effective policymaking. Well developedinformation systems can improve decision making. Inparticular, data can inform policy choices regarding thevolume and allocation of public financing, staffrecruitment and training, program quality, adherence tostandards and efforts to target children most in need.

Some administrative and survey data are collected onECD access and outcomes. Table 9 displays theavailability of selected ECD indicators in Burkina Faso.

Table 9: Availability of data to monitor ECD in Burkina FasoAdministrative Data:

Indicator TrackedECE enrolment rates by regionSpecial needs children enrolled in ECE (# of) XChildren attending well child visits (# of) XChildren benefitting from public nutritioninterventions (# of)Women receiving prenatal nutrition (# of)Average student to teacher ratio in public ECEIs ECE spending in education sector differentiatedwithin education budget?Is ECD spending in health sector differentiated withinhealth budget? X

Individual children’s development outcomes XSurvey DataIndicator TrackedPopulation consuming iodized salt (%)Vitamin A supp for children 6 59 mo. (%)Anemia prevalence amongst pregnant women (%)Children below age of 5 registered at birth (%)Children immunized against DPT3 at 12 mo. (%)Pregnant women who attend at least one antenatalvisits (%) (not available for at least 4 visits)Children enrolled ECE by socioeconomic status (%)

Some data are available to differentiate ECCE accessand outcomes for special groups. Data are collected inthe Annual Statistics for Education on the enrolment rate

10 Taylor & Bennett, 2008; Bryce et al, 2003; Naudeau et al, 2011; Victoria etal, 2003

by region, gender and socioeconomic status. Data arealso collected in the Annual Statistics for Health on usageof health facilities by national, region, local, andurban/rural locations, and by child’s age.

Child development is not measured. Data are notcollected to measure child development acrosscognitive, linguistic, physical, or socio emotionaldomains. Individual children’s development outcomesare also not tracked.

Box 6: Chile Crece Contigo: The Biopsychsocial DevelopmentSupport ProgramSummary: A key accomplishment of Chile Crece Contigo is theability to provide timely, targeted service delivery. A coreelement that makes this possible is the BiopsychosocialDevelopment Support Program, which tracks the individualdevelopment of children. The program commences during themother’s initial prenatal check up, at which point an individual“score card” is created for the child. Each of the primary actorswithin the Chile Crece Contigo comprehensive service network,including family support unit, public health system, publiceducation system, and other social services, have access to thechild’s file and are required to update it as the child progressesthrough the different ECD services. If there is any kind ofvulnerability, such as inadequate nutrition, the systemidentifies the required service to address this issue. Throughthe integrated approach to service delivery and informationsystem management, these services are delivered at the righttime and in a relevant manner, according to each child’s need.

Key considerations for the Burkina Faso:Streamlined child monitoringResponsive system that tailors to the individual child’sneed

Policy Lever 3.2:Quality StandardsEnsuring quality ECD service provision is essential. A focuson access without a commensurate focus on ensuringquality jeopardizes the very benefits that policymakershope children will gain through ECD interventions. Thequality of ECD programs is directly related to bettercognitive and social development in children10.

Certain qualification requirements are established forECCE professionals as well as some governmentmandated options for professional development. Atpresent, there are two official diploma granting traininginstitutes in Burkina Faso for ECD professionals. One ispublic while the other is private. These are: the NationalInstitute of Social Work Education (l’Institut National de



Formation en Travail Social INFTS) which is a publicstructure under MASSN. The second is the Center forEducational and Pastoral Formation (le Centre deFormation Pédagogique et Pastorale CFPP) which is aprivate structure that provides training for ECDeducators enabling them to become the equivalent ofmonitors in the public sector. Regardless of whetherstudents are training to be ECD educators or monitors,the degree is awarded after two years. Graduates of thepublic structure (INFTS) work primarily in public schoolsonly. Admission to INFTS is based on a nationalcompetition and successful entrants have their fees paidfor by the government. Upon graduation, the stateassigns them as educators in public preschools. Inservice training is available but it is only required forpublic teachers andmonitors. The in service professionaldevelopment offered to public preschool educatorstakes two forms. First, teachers have the opportunity toparticipate in peer learning groups called Grouped’Animation Pedagogique (GAP) which come togetheronly in Ouagadougou and Bobo Dioulasso, the two urbancenters in the country. The government also hostsannual conferences in each of the 13 regions andorganizes capacity building seminars for educators tolearn new practices and connect with their peers.

ECD professionals in the private sector must finance theirown in service professional development. Educators andmonitors either pay out of pocket or are sponsored bytheir employers. They can participate in GAPs althoughfew educators in community based centers do so(perhaps due to the distance). GAPS are financed byindividual groups of educators while the conferences arefunded by MASSN’s regional directorates. In addition,between 2003 and 2008, preschool educators couldenroll in MASSN’s annual two week long training coursethat was modular in design. The trainings were offeredin each of the 13 regions of Burkina Faso at the MASSNregional offices. The cost was 15,000 CFA per module;thus, for a 2 3 module course during two weeks the costwas between 30,000 CFA and 45000 CFA.

MASSN via the INFTS regulates pre service training forECCE professionals. Pre service practicum is included inthe formal degree program. No practicum is requiredafter degree completion and before formal entry into apaid job.

Health workers are trained in delivering ECD messages.According to the Plan d’Action de Direction de la Sante dela Famille, training is required for doctors and nurses,extension health service workers, and mid wives.Psychologists are not required to be trained.

Standards are established for infrastructure and servicedelivery for ECCE facilities; however, many of thesestandards could be strengthened. Infrastructurestandards do exist, and cover most areas including spaceper child, flooring, and structural soundness but they donot include requirements for potable water, or sanitationfacilities (toilets) for example. In terms of educator tochild ratios, the government has established differentrequirements based on the age of the child. For 3 5 yearolds, the standard child educator ratio is 35:1. For thosechildren who are between 0 3, the ratio is five childrenper educator (for those who cannot walk) and eightchildren per educator (for those who do walk). Theinternational best practice for child to teacher ratios is15:1. The minimum number of hours of preprimaryeducation per week is four hours per day and a minimumof 700 hours per year.

Registration and accreditation procedures for bothstate and non state ECCE facilities are available.According to Decree No. 2007789/PRES/PM/MASSN/MEF/MATD the government isrequired to monitor the quality of infrastructure,equipment, program content, health, safety andadministrative management of preschools in thecountry. Structures of education and protection ofchildhood are subject to supervision by technical servicesof the state. While there are standards for whatconstitutes quality of service delivery at the preschoollevel, there is no tool used to measure the improvementof quality of service provision.

Policy Lever 3.3:Compliance with Standards

Establishing standards is essential to providing qualityECD services and to promoting the healthy developmentof children. Once standards have been established, it iscritical that mechanisms are put in place to ensurecompliance with standards.

In Burkina Faso, the majority of ECCE educators do notcomply with established pre service training standardsor professional qualifications. The proportion of trainededucators in registered preprimary schools is 21.7percent and the ratio of children to trained educators is107:1 (UIS).

Data on the compliance of the non state sector in termsof established service delivery and infrastructurestandards is unavailable. MASSN is attempting toincrease the number of private ECCE centers that areregistered with the government in order to better



monitor compliance of these centers with officialstandards. At present, registration and accreditation ofpreschools happens on an ad hoc basis. The governmentdoes not have a systematic way of identifying newprivate preschools for registration. Preschools arecurrently identified for registration in one of three ways:through request by a preschool owner; request byMASSN or; a request by parents. According to staff atMASSN, the government is interested in increasing theshare of private preschools that are formally registered,and along with this, is considering new penalties for noncompliance with existing standards.

Comparing Official Policies withOutcomesThe existence of laws and policies alone do not alwaysguarantee a correlation with desired ECD outcomes. Inmany countries, policies on paper and the reality ofaccess and service delivery on the ground are notaligned. Table 10 compares ECD policies in Burkina Fasowith ECD outcomes. Some policies reflect the reality forsome ECD interventions, such as the fact that in BurkinaFaso national policy mandates registration of children atbirth while the birth registration rate is 76.9 percent. Onthe other hand, the exclusive breastfeeding rate of 38percent does not seem to align with the respectivepolicies given that Burkina Faso’s policy complies withthat of the International Code of Marketing of Breastmilksubstitutes.

Table 10: Comparing ECD policies with outcomes in BurkinaFaso

ECD Policies OutcomesBurkina Faso’s policy complieswith the International Code ofMarketing of BreastmilkSubstitutes

Exclusive breastfeedingrate (6 months):

38%

Preschool/kindergarten is notmandatory for any child age

Gross preprimaryschool enrolment:

3.5 %

Young children are not required toreceive a complete course ofchildhood immunizations, thoughthey are required to receive DPT

Children with DPT (1223 months):

90%

National policy mandates theregistration of children at birth

Completeness of birthregistration:

76.9%

Preliminary Benchmarking andInternational Comparison of ECD inBurkina FasoOn the following page, Table 11 presents theclassification of ECD policy in Burkina Faso within each ofthe nine policy levers and three policy goals. The SABERECD classification system does not rank countriesaccording to any overall scoring; rather, it is intended toshare information on how different ECD systems addressthe same policy challenges.

Table 12 presents the status of ECD policy developmentin Burkina Faso alongside a selection of regional andglobal comparators. Sweden is home to one of theworld’s most comprehensive and developed ECD policiesand achieves a benchmarking of “Advanced” in all ninepolicy levers.

Policy Options to Monitor and AssureECD Quality in Burkina Faso

Data Availability. The government has a wellestablished centralized system for collectingadministrative data on access to essential ECDservices. However, data is not tracked on theoutcomes of services delivered to beneficiaries.For example, no data is collected at thepreschool level to measure individual children’sreadiness to learn in primary school (i.e. theircognitive, socio emotional development as aresult of attending preschool). As such, thegovernment should consider options tointegrate program monitoring metrics into itsregular data collection process for the AnnualStatistics. The government may wish to considerpartnerships with relevant international and civilsociety organizations that have developedeffective tools for M&E for ECD. (For example,Save the Children has developed a tool formeasuring child learning in preschool). Thegovernment may wish to consider piloting theseapproaches widely with the goal of identifyingappropriate tools for integration into itscentralized system.



Quality Standards. The government hasestablished quality standards in a number of keyareas. It is currently in the process of revisingpreschool curriculum to integrate both theoryand play based learning. It has also developedformal standards for the certification of ECCEprofessionals although few opportunities forprofessional development exist for teachers inrural areas or for those working in the privatesector. The GoBF has also establishedregistration and accreditation procedures forboth state and non state ECCE facilities. Healthsector workers are also required to be trained indelivering ECD messages.Compliance with Standards. While thegovernment has been effective in establishingquality standards in a number of key areas, it hasnot been as effective in ensuring compliancewith those standards. It should consider twostreams of action in order to remedy thisproblem. First, it should review its standards toassess how realistic they are given resourcesavailable in country. For example, therequirement of 2 years of formal post secondarytraining for certification may be overlydemanding given the high cost of training and

low wages typical of the ECCE sector. Instead,the government may wish to introduce analternative short track certification system thatallows for ECCE instructors to gain training in 612months and receive credit for their on the jobexperience. This may serve to increase theproportion of teachers currently certified andthus increase the quality of learning in preschoolclassrooms. In addition to this, the governmentshould consider investing in training its centraland regional health and education inspectors toevaluate quality of ECCE infrastructure andcompliance, and provide coaching services toECCE instructors and health workers in order toimprove their practice. It should considerproviding operating budgets to cover the cost oftravel and the purchase of laptops/othertechnology to support staff in conducting regularsite visits to ECCE centers and health carefacilities and tracking data collected up to thecentral level. The government could alsoconsider using its parental education programsand public information campaigns as a means toencourage families to assist in monitoring thestandards of ECD service providers.

Table 11: Benchmarking early childhood development policy in Burkina Faso

ECD Policy Goal Level of Development Policy Lever Level ofDevelopment

Establishing an EnablingEnvironment Emerging

Legal Framework

Inter sectoral Coordination

Finance

Implementing WidelyEmerging

Scope of Programs

Coverage

Equity

Monitoring and AssuringQuality Emerging

Data Availability

Quality Standards

Compliance with Standards

Legend:Latent Emerging Established Advanced



Acknowledgements

This Country Report was prepared by the SABER ECD team atthe World Bank headquarters in Washington, DC. The reportpresents country data collected using the SABER ECD policyand program data collection instruments and data fromexternal sources. The report was prepared in consultationwith the World Bank Human Development Africa regionalteam and the Government of Burkina Faso. For technicalquestions or comments about this report, please contact theSABER ECD team ([email protected])

Acronyms

BEPC Brevet d’étude du premier cycle

CFPP Centre de Formation Pédagogique etPastorale

ECD Early Childhood Development

ECCE Early Childhood Care and Education (usedinterchangeably with preprimary orpreschool)

GoBF Government of Burkina Faso

INFTS Institut National de Formation en TravailSocial

LTP Learn Through Play

MASSN Ministère de l'Action Sociale et de laSolidarité Nationale

MENA Ministère de l'Education Nationale et del'Alphabétisation

Monitors Teaching assistants

PTME Prevention de la transmission mere enfant

Table 12: International Classification and Comparison of ECD Systems

ECD Policy Goal Policy LeverLevel of Development

Burkina Faso Colombia Jamaica Mali Sweden Turkey

Establishing anEnabling

Environment

Legal Framework

Coordination

Finance

ImplementingWidely

Scope ofPrograms

Coverage

Equity

Monitoring andAssuringQuality

Data Availability

Quality Standards

Compliance withStandards

Legend: Latent Emerging Established Advanced



References

SABER ECD Policy Instrument, Burkina Faso 2013

SABER ECD Program Instrument, Burkina Faso 2013

Britto, P., Yoshikawa, H., Boller, K. 2011. “Quality of EarlyChildhood Development Programs: Rationale forInvestment, Conceptual Framework and Implicationsfor Equity.” Social Policy Report, 25 (2):1 31.

Engle, P. L., L. C. H. Fernald, H. Alderman, J. Behrman, C.O’Gara, A. Yousafzai, M. Cabral de Mello, M. Hidrobo,N. Ulkuer, and the Global Child Development SteerGroup. “Strategies for reducing inequalities andimproving developmental outcomes for young childrenin low income and middle income countries.” TheLancet, Early Online Publication, 23 September 2011.Doi:10.1016/S0140 6736(11) 60889 1.

Hanushek, E. (2003). "The Failure of Input Based SchoolingPolicies." The Economic Journal 113; 64 98.

Hanushek, E. A. and D. D. Kimko. (2000). “Schooling,Labor Force Quality, and the Growth of Nations." TheAmerican Economic Review, Vol. 90, No. 5, 1184 1208.

Naudeau, S, N. Kataoka, A. Valerio, M. J. Neuman, L. K.Elder. 2011. Investing in Young Children: An EarlyChildhood Development Guide for Policy Dialogue andProject Preparation. World Bank, Washington, DC.

Neuman, M. & Devercelli, A. 2013. "What Matters Most forEarly Childhood Development: A Framework Paper."SABER, World Bank, Washington DC

Neuman, M. J. 2007. “Good Governance of Early ChildhoodCare and Education: Lessons from the 2007 Educationfor All Global Monitoring Report.” UNESCO PolicyBriefs on Early Childhood. United Nations Educational,Scientific and Cultural Organization, New York.

OECD (Organisation for Economic Co operation andDevelopment). 2011. “Starting Strong III: A QualityToolbox for Early Childhood Education and Care.”OECD Publications, Paris.

UNESCO OREALC. 2004. “Intersectoral Co ordination inEarly Childhood Policies and Programmes: A Synthesisof Experiences in Latin America.” Regional Bureau ofEducation for Latin America and the Caribbean, UnitedNational Educational, Scientific and CulturalOrganization.

Vargas Barón, E. 2005. “Planning Policies for EarlyChildhood Development: Guidelines for Action.” Paris:UNESCO/ADEA/UNICEF (United Nations Educational,Scientific and Cultural Organization/ Association forthe Development of Education in Africa/United NationsChildren’s Fund).

Victoria, B. H., L. Adair, C. Fall, P. C. Hallal, R. Martorell, L.Richter, and H. S. Sachdev 2008. “Maternal and ChildUndernutrition: Consequences for Adult Health andHuman Capital. “ The Lancet 371 (9609): 340 57.



The Systems Approach for Better Education Results (SABER) initiative producescomparative data and knowledge on education policies and institutions, with theaim of helping countries systematically strengthen their education systems.SABER evaluates the quality of education policies against evidence based globalstandards, using new diagnostic tools and detailed policy data. The SABERcountry reports give all parties with a stake in educational results—fromadministrators, teachers, and parents to policymakers and business people—anaccessible, objective snapshot showing how well the policies of their country'seducation system are oriented toward ensuring that all children and youth learn.

This report focuses specifically on policies in the area of Early ChildhoodDevelopment.

This work is a product of the staff of The World Bank with external contributions. The findings, interpretations, and conclusions expressed inthis work do not necessarily reflect the views of TheWorld Bank, its Board of Executive Directors, or the governments they represent. TheWorldBank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations, and other information shownon anymap in this work do not imply any judgment on the part of TheWorld Bank concerning the legal status of any territory or the endorsementor acceptance of such boundaries.

www.worldbank.org/education/saber

1. Establishing an Enabling Environment 2. Implementing Widely

Documents

Transcript of 1. Establishing an Enabling Environment 2. Implementing Widely