early childhood care and

Development-

END OF PROGRAMME EVALUATION

!

! 2!

Table of Contents Acronyms and Abbreviations!..................................................................................................................................................!5!Tables and figures!.....................................................................................................................................................................!6!

1.! EXECUTIVE SUMMARY – CONCLUSIONS AND RECOMMENDATIONS!.........................!7!2. INTRODUCTION – ORGANIZATIONAL AND PROGRAMMATIC RELEVANCE!............!14!3. METHODOLOGY!......................................................................................................................................!15!

3.1 ! INTRODUCTION!.....................................................................................................................................................!15!3.2 ! DATA TOOLS AND DESIGN PROCESS!...............................................................................................................!16!3.3 ! SAMPLE AND SAMPLE SELECTION!....................................................................................................................!17!3.4 ! FIELD RESEARCH AND DATA COLLECTION!...................................................................................................!18!3.5 ! LIMITATIONS!..........................................................................................................................................................!18!

4. EFFECTIVENESS AND IMPACT – KEY FINDINGS AND ANALYSIS!....................................!19!OBJECTIVE 1: TO ENSURE ACCESS TO QUALITY ECCD SERVICES FOR CHILDREN LIVING IN POOR

COMMUNITIES!....................................................................................................................................................................!19!4.1 ! NUMBER OF ECCD CENTRES AND APE FACILITATION ENTITIES: HISTORIC AND

CONTEMPORARY DATA!...................................................................................................................................................!19!4.2 ! QUALITY OF THE ECCD CENTERS!..................................................................................................................!19!

4.2.1! Caregiver ratio!..........................................................................................................................................................!20!4.2.2! Caregiver training!....................................................................................................................................................!20!4.2.3! Caregiver guiding tools!.............................................................................................................................................!21!4.2.4! Caregiver behavior!...................................................................................................................................................!21!

4.3! ENROLMENT: HISTORIC AND CONTEMPORARY DATA!...............................................................................!21!4.3.1 ! Enrolment by economic status!................................................................................................................................!22!4.3.3 Enrolment of children with disabilities!.......................................................................................................................!24!

4.4! OBSERVED ATTENDANCE IN THE ECCD CENTERS AND APE FACILITATION ENTITIES!................!26!4.5! OBSERVED CHANGES IN CHILDREN AS A RESULT OF THE ECCD/APE INTERVENTION!...............!27!4.6 ! SCHOOL READINESS!.............................................................................................................................................!29!4.7! PARENTING TRAINING AND PRACTICES!.........................................................................................................!30!4.8! COMMUNITY SUPPORT TO ECCD CENTRES!..................................................................................................!31!4.9! COMMUNITY ATTITUDES AND INVOLVEMENT!.............................................................................................!33!OBJECTIVE 2: TO ENABLE BETTER LEARNING ENVIRONMENT AND OPPORTUNITIES FOR GRADE ONE

AND GRADE TWO PUPILS IN POOR COMMUNITIES!.................................................................................................!33!4.10 ! TRANSITION AND ACCESS TO PRIMARY SCHOOLS!....................................................................................!33!4.11 ! THE TRANSITION CURRICULUM!.....................................................................................................................!34!4.12! DIFFERENCES IN LEARNING OUTCOMES AMONGST ECCD AND NON-ECCD CHILDREN!.........!34!4.13 ! EFFECTIVENESS OF SUPPORTING MECHANISMS!.......................................................................................!34!OBJECTIVE 3: TO CONTRIBUTE TO BUILDING A PARTNERSHIP FRAMEWORK AND INFLUENCE POLICY

CHANGE FOR THE EDUCATION SECTOR IN MYANMAR!.........................................................................................!35!4.14 ! THE MANAGEMENT COMMITTEES!.................................................................................................................!35!4.15! THE ECCD NETWORK GROUP STRUCTURE!.................................................................................................!37!4.16 ! POLICY TOOLS AND POLICY INFLUENCE!.....................................................................................................!38!4.17 ! MAJOR POLICY CHANGES!.................................................................................................................................!39!

5.! EFFICIENCY AND SUSTAINABILITY!...........................................................................................!40!5.1 ! COST-BENEFIT ANALYSIS!...................................................................................................................................!40!5.2 ! SUSTAINABILITY!....................................................................................................................................................!41!5.3 ! CHILDREN’S NARRATIVES!...................................................................................................................................!42!

6. UNEXPECTED OUTCOMES!.................................................................................................................!42!7. CONCLUSIONS AND RECOMMENDATIONS!...............................................................................!43!

\

KACHIN STATE

SAGAING DIVISION

CHIN STATE

SHAN STATE (NORTH)

SHAN STATE (SOUTH)

MAGWAY DIVISION

KAYIN STATE

SHAN STATE (EAST)

KAYAH STATE

RAKHINE STATE

MANDALAY DIVISION

TANINTHARYIDIVISION

AYEYARWADYDIVISION

BAGO DIVISION(EAST)

BAGO DIVISION(WEST)

YANGON DIVISION

MONSTATE

THAILAND

LAOP.D.R

BANGLADESH

BHUTAN

ArunashalPradesh

NEPAL

INDIACHINA

38

1

22

2

1920

14

15

24

12

4

17

6

9

16

1326

5

10

25 11

18

23

721

225

218

226

223

222

219

221

217224

220

216

230

235

227

231237

236

239242

244

229246

233

232

245241

238 248

243

247249

240

228

234

263259

262

256

260261 254

253

264

255258

266

268

257

270

267252

251

250

265

269

301299

324

300323

303321

296

318

294295

164

178

177

162

174

170

165

163167

175

172

171

168

166

169173

176

152155

158

160

161

157

159

153 154156

150

149

130

131

127141

146

139

151

137

136

125

135147

133 145

134

144126

148

132

143

128

142138121

112

118

98

113

109

104120

108

115

9699

102

103

117

114

111

107

110

101

106

105

116

97

119

100

41

44

45

54

4643 42

52

51 53 4947

4850

3633

34

30

40

37

3528

31

32

39

29

38

27

271

273

278

277

274

276

280

279

275 272

201

194

195

184

183

203

196

209

197

187186

204 213

191

180

211

185

190

202 206

189

215

182

179181

198

210

208

214

193

188

212

192

207

199200

205

61

58

59

60

63

62

57 56

55

93

92

94

95

91

89

90

8784

82

8885

8386

68

75

69

78

76

70

73

7764

66

71

72

80

65

79

67

8174

Bago

Pyay

Myeik

Hakha

Hpa-An

Sittwe

Monywa

Magway

Loikaw

Lashio

Yangon

Pathein

Mandalay

Taunggyi

Kengtung

Myitkyina

Mawlamyine

Nay Pyi Taw

Source: Boundaries-Ministry of Health 2001, modified by UNRC's Office 2004; Place names-Ministry of Home Affairs (GAD)and Ministry of Agriculture & Irrigation (SLRD) translated by MIMU;Population-Govt of Myanmar, adjusted by FAO and CIESEN 2000;Elevation-SRTM 90 meter resolution from NASA/USGS.

Map Created by: Myanmar Information Management UnitCreation Date: December 2007Map ID: MIMU001

123456789

1011121314151617181920212223242526

2728293031323334353637383940

4142434445464748495051525354

555657585960616263

646566676869707172737475767778798081

82838485868788

89909192939495

96979899

100101102103104105106107108109110111112113114115116117118119120

BogaleDanubyuDedayeEinmeHinthadaIngapuKangyidauntKyaiklatKyanginKyaunggonKyonpyawLabuttaLemyethnaMaubinMawlamyinegyunMyanaungMyaungmyaNgapudawNyaungdonPantanawPatheinPyaponThabaungWakemaYegyiZalun

BagoDaik-UKawaKyaukkyiKyauktagaNyaunglebinOktwinPhyuShwegyinTantabinTaungooThanatpinWawYedashe

GyobingaukLetpadanMinhlaMonyoNattalinOkphoPadaungPauk KaungPaungdePyayShwedaungThayarwadyThegonZigon

FalamHakhaHtantlangKanpetletMadupiMindatPaletwaTiddimTonzang

BhamoChipwiHpakanInjangyangKawnglanghpuMachanbawMansiMogaungMohnyinMomaukMyitkyinaNogmungPuta-OShweguSumprabumTanaiTsawlawWaingmaw

BawlakheDemosoHpasawngHprusoLoikawMeseShadaw

HlaingbweHpa-AnHpapunKawkareikKyain SeikgyiMyawaddyThandaung

AunglanChaukGangawKammaMagwayMinbuMindonMinhlaMyaingMyothitNatmaukNgapePakokkuPaukPwintbyuSalinSawSeikphyuSidoktayaSinbaungweTaungdwingyiThayetTilinYenangyaungYesagyo

Bago East Division

Bago West Division

Chin State

Kachin State

Kayah State

Kayin State

Magway Division

Ayeyarwady Division

MYANMARStates/Divisions & TownshipsOverview Map

Chinese Line

Indian Line

0 250 500 Kilometers

Disclaimer: The names shown and theboundaries used on this map do not implyofficial endorsement or acceptance by theIASC membership.

Sagaing Division

Shan State (East)

Mandalay Division

Mon State

Rakhine State

* Does not appear on the map at this scale

227228229230231232233234235236237238239240241242243244245246247248249

250251252253254255256257258259260261262263264265266267268269270

271272273274275276277278279280

Shan State (North)

Shan State (South)

Tanintharyi Division

HopangHseniHsipawKonkyanKunlongKutkaiKyuakmeLashioLaukkaingMabeinMantonMongmaoMongmitMongyaiMuseNamhsanNamphanNamtuNanhkanNawnghkioPangsangPangwaunTangyan

HopongHsihsengKalawKunhingKyethiLaihkaLangkhoLawksawkLoilenMawkmaiMonghsuMongkaungMongnaiMongpanNansangNyaungshwePekonPindayaPinlaungTaunggyiYwangan

BokpyinDaweiKawthoungKyunsuLaunglonMyeikPalawTanintharyiThayetchaungYebyu

281*282*283*284*285*286*287*288*289*290*291*292*293*294295296297*298*299300301302*303304*305*306*307*308309*310*311*312*313*314*315*316*317*318319*320*321322*323324325*

AhloneBahanBotahtaungCocokyunDagonDagon Myothit(East)Dagon Myothit(North)Dagon Myothit(SeikkanDagon Myothit(South)DalaDawbonHlaingHlaingtharyaHleguHmawbiHtantabinInseinKamaryutKawhmuKayanKungyangonKyauktadaKyauktanKyeemyindaingLanmadawLathaMayangoneMingaladonMingalartaungnyuntNorth OkkalapaPabedanPazundaungSanchaungSeikgyikanaungtoSeikkanShwepyitharSouth OkkalapaTaikkyiTamweThaketaThanlyinThingangkuunThongwaTwantayYankin

Yangon Division

121*122*123*124125126127128*129130131132133134135136137138139*140141142143144145146147148149150151

152153154155156157158159160161

162163164165166167168169170171172173174175176177178

179180181182183184185186187188189190191192193194195196197198199200201202203204205206207208209210211212213214215

216217218219220221222223224225226

AmarapuraAungmyaythazanChanayethazanChanmyathaziKyaukpadaungKyaukseLeweMadayaMahaaungmyayMahlaingMeiktilaMogokeMyingyanMyitthaNatogyiNgazunNyaung-UPatheingyiPyawbwePyigyitagonPyinmanaPyinoolwinSinguSintgaingTada-UTatkonTaungthaThabeikkyinThaziWundwinYamethin

BilinChaungzonKyaikmarawKyaiktoMawlamyineMudonPaungThanbyuzayatThatonYe

AnnButhidaungGwaKyaukpyuKyauktawMaungdawMinbyaMrauk-UMunaungMyebonPauktawPonnagyunRamreeRathedaungSittweThandweToungup

AyadawBanmaukBudalinChaung-UHkamtiHomalinIndawKaleKalewakanbaluKaniKathaKawlinKhin-UKyunhlaLaheLay ShiMawlaikMinginMonywaMyaungMyinmuNanyunPalePaungbyinPinlebuSagaingSalingyiShweboTabayinTamuTazeTigyaingWetletWunthoYe-UYinmabin

KengtungMatmanMonghpyakMonghsatMongkhetMonglaMongpingMongtonMongyangMongyawngTachileik

Mandalay

Yangon

2000 Estimated Population Densitypeople per square km

High : 40,400 people per square km

Low : 4 people per square km

Elevationmeters from sea level

High : 7,000 meters

Low : <= sea level

MIMU

Myanmar InformationManagment Unit

The Myanmar Information Managment Unit (MIMU) is anInter-Agency Standing Committee (IASC) common serviceproviding information management services, including GISmapping and analysis, to the humanitarian and developmentactors both inside and outside of Myanmar.

Bago West Division (MMR008)

MMR008014MMR008008MMR008009MMR008013MMR008012MMR008010MMR008003MMR008002MMR008004MMR008001MMR008006MMR008007MMR008005MMR008011

Map Index PcodeTownshipGyobingaukLetpadanMinhlaMonyoNattalinOkphoPadaungPauk KaungPaungdePyayShwedaungThayarwadyThegonZigon

4142434445464748495051525354

Chin State (MMR004)

MMR004001MMR004002MMR004003MMR004008MMR004007MMR004006MMR004009MMR004004MMR004005

Map Index PcodeTownshipFalamHakhaHtantlangKanpetletMadupiMindatPaletwaTiddimTonzang

555657585960616263

Bago East Division (MMR007)

MMR007001MMR007007MMR007003MMR007011MMR007006MMR007005MMR007013MMR007012MMR007008MMR007014MMR007009MMR007002MMR007004MMR007010

Map Index PcodeTownshipBagoDaik-UKawaKyaukkyiKyauktagaNyaunglebinOktwinPhyuShwegyinTantabinTaungooThanatpinWawYedashe

2728293031323334353637383940

Kayin State (MMR003)

MMR003002MMR003001MMR003003MMR003006MMR003007MMR003005MMR003004

Map Index PcodeTownshipHlaingbweHpa-AnHpapunKawkareikKyain SeikgyiMyawaddyThandaung

89909192939495

Shan State (South) (MMR014)

MMR014003MMR014004MMR014005MMR014014MMR014015MMR014012MMR014018MMR014008MMR014011MMR014020MMR014017MMR014016MMR014019MMR014021MMR014013MMR014002MMR014010MMR014006MMR014009MMR014001MMR014007

Map Index PcodeTownshipHopongHsihsengKalawKunhingKyethiLaihkaLangkhoLawksawkLoilenMawkmaiMonghsuMongkaungMongnaiMongpanNansangNyaungshwePekonPindayaPinlaungTaunggyiYwangan

250251252253254255256257258259260261262263264265266267268269270

Shan State (East) (MMR016)

MMR016001MMR016004MMR016010MMR016006MMR016002MMR016005MMR016007MMR016008MMR016003MMR016011MMR016009

Map Index PcodeTownshipKengtungMatmanMonghpyakMonghsatMongkhetMonglaMongpingMongtonMongyangMongyawngTachileik

216217218219220221222223224225226

Rakhine State (MMR012)

MMR012014MMR012010MMR012017MMR012011MMR012004MMR012009MMR012005MMR012003MMR012012MMR012006MMR012007MMR012002MMR012013MMR012008MMR012001MMR012015MMR012016

Map Index PcodeTownshipAnnButhidaungGwaKyaukpyuKyauktawMaungdawMinbyaMrauk-UMunaungMyebonPauktawPonnagyunRamreeRathedaungSittweThandweToungup

162163164165166167168169170171172173174175176177178

Tanintharyi Division (MMR006)

MMR006010MMR006001MMR006009MMR006006MMR006002MMR006005MMR006007MMR006008MMR006003MMR006004

Map Index PcodeTownshipBokpyinDaweiKawthoungKyunsuLaunglonMyeikPalawTanintharyiThayetchaungYebyu

271272273274275276277278279280

Yangon Division (MMR013)

MMR013037MMR013044MMR013017MMR013032MMR013043MMR013020MMR013019MMR013021MMR013018MMR013030MMR013014MMR013040MMR013008MMR013004MMR013003MMR013006MMR013001MMR013041MMR013028MMR013026MMR013029MMR013033MMR013024MMR013038MMR013035MMR013036MMR013042MMR013002MMR013022MMR013012MMR013034MMR013016MMR013039MMR013031MMR013045MMR013007MMR013011MMR013005MMR013015MMR013013MMR013023MMR013009MMR013025MMR013027MMR013010

Map Index PcodeTownshipAhloneBahanBotahtaungCocokyunDagonDagon Myothit(East)Dagon Myothit(North)Dagon Myothit(Seikkan)Dagon Myothit(South)DalaDawbonHlaingHlaingtharyaHleguHmawbiHtantabinInseinKamaryutKawhmuKayanKungyangonKyauktadaKyauktanKyeemyindaingLanmadawLathaMayangoneMingaladonMingalartaungnyuntNorth OkkalapaPabedanPazundaungSanchaungSeikgyikanaungtoSeikkanShwepyitharSouth OkkalapaTaikkyiTamweThaketaThanlyinThingangkuunThongwaTwantayYankin

281282283284285286287288289290291292293294295296297298299300301302303304305306307308309310311312313314315316317318319320321322323324325

Magway Division (MMR009)

MMR009016MMR009003MMR009023MMR009015MMR009001MMR009007MMR009014MMR009013MMR009020MMR009005MMR009006MMR009009MMR009018MMR009021MMR009008MMR009010MMR009025MMR009022MMR009011MMR009017MMR009004MMR009012MMR009024MMR009002MMR009019

Map Index PcodeTownshipAunglanChaukGangawKammaMagwayMinbuMindonMinhlaMyaingMyothitNatmaukNgapePakokkuPaukPwintbyuSalinSawSeikphyuSidoktayaSinbaungweTaungdwingyiThayetTilinYenangyaungYesagyo

96979899

100101102103104105106107108109110111112113114115116117118119120

The Myanmar Information Management Unit (MIMU)is an Inter-Agency Standing Committee (IASC) commonservice providing information management services, including GIS mapping and analysis, to the humanitarianand development actors both inside and outside of Myanmar.

Myanmar Standardized Place Names and P-codes In Myanmar there has long been confusion with multiple versions of transliterated place names in use by various agencies. The Myanmar Information Management Unit (MIMU) has taken on the task of overseeing a comprehensive translation of place names into a common system that is promoted by IASC members and other organizations. In addition to standard place names, standard place codes have also been developed. The methodology applied for place name standardization was as follows: The names and p-codes of States/Divisions, Districts and Townships were provided by the Ministry of Agriculture and Irrigation, Settlement and Land Records Department (SLRD). In 2005 those names were presented to and agreed by UNCT and INGOs as the standard English translation for Myanmar. The names for village tracts and villages were provided in Myanmar language by the Ministry of Home Affairs, General Administration Department (GAD). Names were translated/transliterated to English by a team supervised by the MIMU. The names were also cross-referenced with the SLRD names and the names in use by various UN Agencies and NGOs. Kachin, Chin and Shan names (i.e. non-Burmese names) were reviewed by local experts in the field. The final translation was completed in 2007. What are P-codes? P-code is an abbreviated term for 'Place Code'. P-codes are similar to postal codes and are part of a data management system that provides unique reference codes to thousands of locations in Myanmar. These codes provide a systematic means of linking and exchanging data and analyzing relationships between them. Any information that is linked to one location with a P-code can be linked and analyzed with any other. In Myanmar, the p-code for rural places is structured as follows:

Code Structure Example 3-letter ISO Prefix 3-numerical code for States and Divisions 3-numerical code for Townships 3-numerical code for Village Tracts 3-numerical code for Villages

MMR Myanmar 017 Ayeyarwady Division 024 Bogale Township 001 Linn Taing Village Tract 001 Auk Linn Taing Village

Therefore, the p-code for Auk Linn Taing village in Ayeyarwady Division is MMR017024001001.

Kayah State (MMR002)

MMR002005MMR002002MMR002006MMR002003MMR002001MMR002007MMR002004

Map Index PcodeTownshipBawlakheDemosoHpasawngHprusoLoikawMeseShadaw

82838485868788

Mon State (MMR011)

MMR011010MMR011003MMR011002MMR011009MMR011001MMR011005MMR011008MMR011004MMR011007MMR011006

Map Index PcodeTownshipBilinChaungzonKyaikmarawKyaiktoMawlamyineMudonPaungThanbyuzayatThatonYe

152153154155156157158159160161

Shan State (North) (MMR015)

MMR015021MMR015002MMR015014MMR015023MMR015020MMR015011MMR015012MMR015001MMR015022MMR015018MMR015019MMR015008MMR015017MMR015003MMR015009MMR015016MMR015006MMR015015MMR015010MMR015013MMR015005MMR015007MMR015004

Map Index PcodeTownshipHopangHseniHsipawKonkyanKunlongKutkaiKyuakmeLashioLaukkaingMabeinMantonMongmaoMongmitMongyaiMuseNamhsanNamphanNamtuNanhkanNawnghkioPangsangPangwaunTangyan

227228229230231232233234235236237238239240241242243244245246247248249

Ayeyarwady Division (MMR017)

MMR017024MMR017022MMR017026MMR017015MMR017008MMR017013MMR017002MMR017025MMR017012MMR017007MMR017005MMR017016MMR017010MMR017019MMR017018MMR017011MMR017014MMR017004MMR017021MMR017020MMR017001MMR017023MMR017003MMR017017MMR017006MMR017009

Map Index PcodeTownshipBogaleDanubyuDedayeEinmeHinthadaIngapuKangyidauntKyaiklatKyanginKyaunggonKyonpyawLabuttaLemyethnaMaubinMawlamyinegyunMyanaungMyaungmyaNgapudawNyaungdonPantanawPatheinPyaponThabaungWakemaYegyiZalun

123456789

1011121314151617181920212223242526

Kachin State (MMR001)

MMR001010MMR001005MMR001009MMR001003MMR001018MMR001016MMR001013MMR001008MMR001007MMR001012MMR001001MMR001017MMR001014MMR001011MMR001015MMR001004MMR001006MMR001002

Map Index PcodeTownshipBhamoChipwiHpakanInjangyangKawnglanghpuMachanbawMansiMogaungMohnyinMomaukMyitkyinaNogmungPuta-OShweguSumprabumTanaiTsawlawWaingmaw

646566676869707172737475767778798081

State/Division & Township P-codes

December 2007, Document created by the Myanmar Information Management Unit (MIMU) to be accompanied byThe Myanmar States/Divisions & Townships Overview Map, Map ID:MIMU001.

MIMU

Myanmar InformationManagment Unit

MMR010006MMR010001MMR010002MMR010004MMR010020MMR010013MMR010027MMR010009MMR010003MMR010029MMR010028MMR010011MMR010017MMR010015MMR010019MMR010021MMR010022MMR010007MMR010024MMR010005MMR010026MMR010008MMR010010MMR010014MMR010016MMR010025MMR010018MMR010012MMR010030MMR010031MMR010023

Map Index PcodeTownshipAmarapuraAungmyaythazanChanayethazanChanmyathaziKyaukpadaungKyaukseLeweMadayaMahaaungmyayMahlaingMeiktilaMogokeMyingyanMyitthaNatogyiNgazunNyaung-UPatheingyiPyawbwePyigyitagonPyinmanaPyinoolwinSinguSintgaingTada-UTatkonTaungthaThabeikkyinThaziWundwinYamethin

121122123124125126127128129130131132133134135136137138139140141142143144145146147148149150151

Mandalay Division (MMR010) Sagaing Division (MMR005)

MMR005014MMR005023MMR005013MMR005015MMR005033MMR005034MMR005021MMR005027MMR005028MMR005007MMR005017MMR005020MMR005024MMR005005MMR005008MMR005036MMR005035MMR005031MMR005029MMR005012MMR005003MMR005002MMR005037MMR005019MMR005032MMR005026MMR005001MMR005018MMR005004MMR005010MMR005030MMR005011MMR005022MMR005006MMR005025MMR005009MMR005016

Map Index PcodeTownshipAyadawBanmaukBudalinChaung-UHkamtiHomalinIndawKaleKalewaKanbaluKaniKathaKawlinKhin-UKyunhlaLaheLay ShiMawlaikMinginMonywaMyaungMyinmuNanyunPalePaungbyinPinlebuSagaingSalingyiShweboTabayinTamuTazeTigyaingWetletWunthoYe-UYinmabin

179180181182183184185186187188189190191192193194195196197198199200201202203204205206207208209210211212213214215

Why are P-codes useful? P-codes resolve the basic issue of what we all call a place. If agencies develop individual systems for naming or coding places this makes data sharing extremely difficult and large amounts of potentially useful information may go unshared. Spatial data standards agreed by all agencies provide a single, unified system for referring to locations, allowing the free exchange of data between participating agencies. Why should my agency use P-codes? To promote cooperation and information sharing and gain full access to data collected by other agencies through assessments, evaluations, etc. This information can help you to plan your own programmes and avoid repeating surveys already done by others. Agencies using the P-codes for their own data management will be able to combine this information with datasets from other participating organisations. P-codes also form the basis of spatial data standards required for full GIS capability, allowing data linked to towns, villages and administrative units to be mapped and geographically analysed. Data collected with Global Positioning System (GPS) equipment can also be used. How can P-codes be used in my existing databases? In most cases, adoption of P-codes requires only the addition of two extra columns to your existing databases and spreadsheets. Over time it is recommended that any other naming or coding systems be phased out and that all new data collection projects use the P-codes and Standardized Place Names. A full list of P-codes and place names is available in Excel or other formats from the Myanmar Information Management Unit. Technical assistance in incorporating the standards is also available upon request. To report place name errors or omissions, please contact the Myanmar Information Management Unit (MIMU), Office of the UN Resident Co-ordinator, 6 Natmauk Road, Yangon, Myanmar, Phone: (951) 542 910-19.

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Disclaimer

Emerging Markets Consulting (EMC) for Save the Children in Myanmar (SCiM) has prepared this project report. The statements and views expressed in the report do not necessarily reflect the views of EMC and/or SCiM or any of its staff or personnel, and do not bind any of the organizations.

This review has focused entirely on the outlined areas defined in the ToR and the specifications defined in the EMC proposal to SCiM. SCiM staff was responsible for collecting the data and EMC relied on the quantitatve data provide by SCiM. EMC provided guidance, but did not take part in the data collection and/or quality assurance of the quantitative data.

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Acronyms and Abbreviations APE Alternative Parenting Education CBA Cost-Benefit Analysis CESR Comprehensive Education Sector Review CMSS Community Managed Support System CSO Civil Society Organizations DEPT Department of Education, Planning and Training DfID Department for International Development DSW Department of Social Welfare DRR Disaster Risk Reduction EDPG Education Development Partners Group EFA Education for All EMIS Education Management Information System EPIC Education Promotion Implementation Committee ETWG Education Thematic Working Group FGD Focus Group Discussions JESWG Joint Education Sector Working Group KII Key Informant Interview LEA Learning Environment Assessment LEIP Learning Environment Improvement Plan LTBEDP Long Term Basic Education Development Plan GoM Government of Myanmar KOICA Korea International Cooperation Agency MC Management Committees MEC Myanmar Education Consortium Mimi & Peter The Mimi & Peter Haas Fund MoHA Ministry of Home Affairs MoE Ministry of Education MTE Midterm Evaluation MCEED Myanmar Central ECCD Network NFI Non-food Item PE Parenting Education PEF Parenting Education Facilitator SCiM Save the Children International in Myanmar SCUK Save the Children UK SCUS Save the Children USA SRA School Readiness Assessments SRAT School Readiness Assessment Tool SRS Systematic Random Selection SRT School Readiness Tool TC Transitions Curriculum ToR Terms of Reference UNICEF The United Nations Children's Fund

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Tables and figures Table 1: Informants, tools and method Table 2: Selected sample (location, intervention, project period) Table 3: Total sample Table 4: Number/list of informants Table 5: Child: caregiver ratio by township Table 6: ECCD enrolment - poor children 2014 Table 7: APE enrolment - poor children 2014 Table 8: Enrolment and ethnicity!Table 9: Enrolment and disability Table 10: Gender disaggregated enrolment Table 11: ECCD and APE attendance – income disaggregated Table 12: ECCD and APE attendance – hard to reach areas Table 13: Parenting trainings and number of participants Table 14: Trained MC Members Table 15: Average and actual expenditure 2006-2015 Table 16: Total cost per ECCD center Table 17: Total cost per child enrolled!Table 18: Teachers trained in TC (since 2012) Table 20: Parents trained Table 21: Trained MCs (since 2013) !!Figure 1: Tools development process Figure 2: Implementation period and rate of expansion Figure 3: Enrolment – ECCD and APE Figure 4: School Readiness Assessments (SRA) Figure 5: Gender disaggregated number of trained MC members 2015

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1. EXECUTIVE SUMMARY – CONCLUSIONS AND RECOMMENDATIONS

!Background Between 1997 and 2006 the number of ECCD and day-care centers increased considerably throughout Myanmar and according to EMIS the number of preschool children soared nearly 80 percent from 2004 to 2006. However both access and quality varied considerably between States and Regions across the country. If no ECCD center or equivalent were available in the communites children were in most cases cared for by their mothers encumbering gender equality, income generation and child development. !Save the Children in Myanmar (SCiM) began implementing the “Transitions Initiative programme” in 2006. The main rationale behind the program design and implementation was the notion that access to quality ECCD services would result in a greater number of children, especially marginalized, would attain progressive age adequate physical; social-emotional; cognitive; and language development. This would yield positive effects on children’s´ ability to benefit fully from later enrolment in primary education. The ECCD program has comprised the following four distinct yet complimentary and sequential projects:

1. "Transition Initiative Project” 2006 - 2009 2. "Early Learning Opportunities for Children”: A Transitions Initiative – Extension

project April 2009 – March 2011 3. "Early Learning and transition to Primary school”: New Generation Project 2011 to

2013 4. “Early Learning and transition to Primary school”: MEC Project 2013 – Mar 2015

The ECCD initiative was implemented in 21 townships in nine States/Regions throughout the four projects in the period 2006-2015. The main donor has been DfID with a number of smaller grants provided by donors including Yetagon, KOICA, SCUS, Mimi & Peter, Wish List, Sven Hoffman and more recently, MEC. Purpose of evaluation In conjunction with the ToR the end-evaluation is conducted in line with the OECD DAC criteria’s for evaluating development assistance programmes. Key areas of assessment are: Objective 1: To ensure access to quality of ECCD services for children living in poor communities. Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities. Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar. !Methodology The end evaluation methodology is closely aligned with the outlined objectives in the ToR and as further developed in the EMC proposal to SCiM. Given the lack of overall baseline targets and counterfactual data for the period 2006-2015, the end-evaluation is predominantly matched against documented results in the four (end of) project reports and the MTE conducted in 2010, to measure progress and achievements.

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The end-evaluation assignment was undertaken through the collection and review of key documentation, semi-structured KIIs, FGDs with stakeholders, beneficiaries and key staff, spot checks and site observations. In line with the ToR, EMC emphasized collecting “qualitative data” and compared this to both historic and present quantitative data, predominantly collected by SCiM. The historic quantitative data is used to contextualize and validate the qualitative data findings through data triangulation. !Effectiveness and impact – conclusions and recommendations!The key premise of the SCiM ECCD initiative, is that the highest possible benefits of ECCD provision are realised when the quality of service is of the highest possible standard. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system. Conclusions and Findings Objective 1: Ensure access to quality ECCD services for children

1. There has been a rapid but “balanced” rollout of ECCD centres and APE facilitation entities throughout the nine-year program period. In total 921 (721 ECCD centers and 200 APE facilitation entities) have been initiated. Today, about 95% of the ECCD centers and 93% of the APE facilitation entities are still operative.

2. The centers have throughout the program period been of high standard. This is also the case for the centers were direct support has ceased.

3. Enrolment in ECCD centres has increased five-fold in the program period. At the same

time enrollment in the APE facilitation entities has decreased by more than 57% since the first centers opened in 2011. The APE facilitation entities are enrolling only a slightly higher percentage of poor children than the ECCD centers. There are no gender discrepancies between the enrolment of boys and girls in the ECCD centers and APE facilitation entities. The enrolment of children defined as “poor”, increased considerably in the period 2006-2015. Currently, in both the ECCD centres and the APE facilitation, the majority of children enrolled are classified as poor. Enrolment of ethnic children mirrors the ethnic divisions of the states, townships and villages. There is no pattern of discrimination and/or exclusion of children based on ethnicity.

4. There is parity of access to ECCD centers and the APE facilitation entities for boys and

girls in the intervention townships. The gender ratios are consistent with the general demographics across the townships. A significant factor, contributing to equal gender enrolment, is the fact that fees for the ECCD centers and APE facilitation entities are met or subsidised for the most vulnerable families, where community structures provide fianancial support.

5. The understanding of disability in most townships and villages is very limited and it is not

clear how disability is defined in the ECCD and APE. The enrollment of children with disabilities has increased, but is still low.

6. The recommended child: caregiver ratio for the ECCD centers is 15:1. The majority of the

ECCD centers throughout the program period were able to adhere to this, though there is a correlation between bigger ECCD centers and higher children: caregiver ratios.

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7. Caregivers have access to and use a number of practical guiding tools. Of particular importance and repetitively emphasized is the Caregiver Handbook and the Parenting Education Facilitators Handbook. Also daily and weekly plans for activities in the ECCD centres and APE facilitation entities are in place and consistently used. Also the caregivers undergo rigorous training - widely appreciated by the caregivers.

8. In general the caregivers constructively interact with the children and use approaches

appropriate to the age of the children. Also encouraging is the proliferation of positive disciplinary approaches in the centers.

9. There is significant evidence to suggest that a majority of parents exposed to the ECCD program and initiatives are changing their attitude towards corporal punishment. A pattern of alternative disciplinary methods amongst the parents is evident.

10. Children who have attended ECCD and APE display several positive developmental traits.

The majority of the primary school teachers interviewed substantiate that children who have attended the ECCD/APE appear more advanced when it comes to cognitive and language development. Children’s social development and ways of interacting with peers and adults in a learning setting is also claimed by the primary school teachers to be more confident and developed. The children exposed to ECCD services have internalized important social norms for the transition to primary school. There are no apparent divergences between children from “poor” households or between the genders.

11. The proliferation of parenting training throughout the program, and especially the last four

years has been significant. By the end of 2014 more than 28,000 parents had received parenting training. Poor parents constitute the majority of parents trained. There is high correlation between the training curriculum and the learning outcomes highlighted by the parents, and the trainings have also spurred valuable social networks between the parents.

12. SCiM has deployed a model of engagement that has encouraged continuous community support to the operation of the centers. Support through land, financial contributions, NFIs and labor has been significant from the communities, and has contributed to the centers’ sustainability.

13. More than 9 000 MC members have been trained. The MCs have played a key role in

supporting parents to send their children to the ECCD centers and APE facilitation entities. This has required significant investments by SCIM in terms of funding, technical support and close follow up to ensure functionality and sustainability. SCiM have encouraged communities to ensure that women participate meaningfully and equitably in the MCs. There has been a significant improvement throughout the program period in terms of gender equality, but women are still underrepresented and hold fewer positions of responsibility in the MCs. And regardless of number of women in the MCs, men are still the primary decision makers.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

14. Data on promotion rate (G1-G2) are not available and/or reliable. SCiM collected the most recent data in 2013. At that time the promotion rate (G1-G2) were 84 % same as in 2008. There is significant discrepancy between some villages. One of the key factors affecting dropout is poverty and limited numbers of post primary schools. Some

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marginalized parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can contribute to the financial support of their families. Furthermore in many villages and village tracts the there are few post primary schools, and those which there are often only offer classes G1-G6 or G1-G8. Children have to travel to attend the classes beyond this and a limited number of children do move to other schools, after completion.

15. The implementation of the Transitions Curriculum (TC) into the national curriculum in all

20 educational colleges is a significant achievement far beyond the original expectations in terms of impact, reach and sustainability. Currently the education colleges produce around 10,000 teachers annually working in some 41 000 schools. This achievement has allowed SCiM to incorporate child-centered and active learning methods into the education system – an unprecedented achievement by an INGO in Myanmar.

16. SCiM developed the School Readiness Tool (SRT) in 2013 to provide an indicative

measure of the school readiness of ECCD and APE children entering primary school, and to measure the effect of the ECCD centres and APE facilitation entities. The assessment has been carried out consistently but because of too small samples, the value of this information has been limited. It is also not clear how the information and knowledge from the SRT tests were used to guide further programming.

17. Both the CMSS and LEIP have proven to be effective by providing a framework for

decisions and for providing direct support to schools, centers and individual children, though there is some un-clarity regarding the allocation process of funds and the decision-making in the townships and villages.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

18. The establishment of the ECCD network group structure, which was conducted in

collaboration with DSW at national and township level, is an important component of the ECCD program. There are currently 20 township ECCD network groups in place. All network groups are registered as local civil society organizations with the Ministry of Home Affairs (MoHA) to deliver ECCD services, and are endorsed by the DSW to operate. The formation of the ECCD township network groups has followed a guided process requiring continuous support by SCiM staff. The ECCD township network groups have taken on four distinct roles 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. The ECCD township network groups aim to support all ECCD centers, but there are indications that particularly the national level structure, still lack appropriate tools and capacity.

19. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the

national authorities. SCiM’s highly participatory approach enables constructive engagement in a multitude of forums with both national and international stakeholders. This approach has secured the organization’s influence and resulted in several noticeable accomplishments. SCiM’s alignment of the ETWG objectives with EFA goals has ensured a productive position to engage with government partners and stakeholders.

20. SCiM has engaged actively in the education reform process, which has resulted in the

development of the new primary educational structure. This has resulted in SCiM being invited by the MoE to support the development and implementation of a national KG

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rollout plan, and the expansion of a school based ECCD program. This opportunity to enter into formal education sector as an INGO is unique in Myanmar context and can be attributed to SCIM´s longterm, persistent efforts and significant contributions in the non-formal ECCD sector.

21. SCiM has been actively involved in the reform processes in the education sector, during this period of wider national reform. SCiM has maneuvered the rapidly changing context of social and political reform and capitalized constructively on arising opportunities to strengthen its position as a leading INGO in Myanmar.

22. The recent increase in donor funds to Myanmar, including to SCiM, has resulted in a

significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. Nevertheless the operations and nature of SCiM work entails significant overhead costs. National and international staff costs, support/administrative costs and travel costs are relatively high. This is mainly because the programme has been 100% self-implemented.

23. A system for quality improvement and monitoring of ECCD has been developed. The

agreed minimum standards for quality of ECCD, which were developed by DSW and UNICEF, have been applied in the quality improvement and monitoring system for the ECCD services.

24. The emergency response to Cyclone Nargis (2008) brought experience and expertise to

both the SCiM team and the ECCD programme. The ECCD work was early on expanded into townships affected by Cyclone Nargis bringing additional facets to SCiM including; Non Formal Education, Child Led Disaster Risk Reduction, Safer School Construction, Psychosocial training and teacher training

25. A significant spin-off effect of the ECCD program has been the effect on household

income, and especially for marginalized households. The ECCD centers and APE facilitation entities have allowed parents to engage in additional income generating activities. A key factor and achievement throughout the program period.

Recommendations Objective 1: Ensure access to quality ECCD services for children

1. SCiM should examine further the reasons why, despite the very low number, some ECCD center and APE facilitation entities are inoperative/unsustainable. Based on the findings, a risk assessment tool for guiding further programme development and tools to support centres and facilities, which might be more likely to struggle, should be developed.

2. SCIM in their further development of the ECCD should develop a holistic and systematic monitoring system for systematic and accurate assessing the impact of the programme on children. There are several ECCD assessment tools avalilable, amongst other the SCUS Idella tool or SCI´s ECD Quality Learning Environment tool.

3. The causes for the declining enrolment in the APE facilitation entities should be examined

more in depth. SCiM should critically assess the cost effectiveness and added value of the APE as an alternative to ECCD. The assessment should examine the possibility of

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combining the ECCD centers and APE facilitation entities, also in the areas where demand for APE is significant.

4. SCiM should engage and cooperate with relevant stakeholders in identifying children with

disabilities in target communities. SCiM should also critically examine if adequate tools for addressing issues of disability, both in the communities and centers are in place. To ensure that the ECCD centres are inclusive and adhesive to the different needs of children with disabilities, SCiM should contemplate targeted capacity building of caregivers, MC members and ECCD township group members on inclusive education.

5. SCiM should work with the ECCD network group at township and national level to ensure

quality standards are maintained, and that the standard child: caregiver ration is upheld at all times.

6. Given the success of parenting education and the correlation between the training

curriculum taught and what the parents state they have learned in the trainings (learning outcomes), SCiM should deliberately expand this initiative to other townships and consider scale up this model to be included in other relevant projects. Given the relative high cost of this initiative (table 19) SCiM should explore innovative ways of making the trainings more cost efficient and reducing the unit cost.

7. SCiM should examine if and how the organization can capitalize on the informal “mother

groups” that the trainings have initiated and possible formalize this structure. It would be possible to utilize these groups to encourage women to participate in the MCs were women participation is low. If women felt they had the “support” of a group – as their representative – this could build confidence and a sense of representation.

8. SCiM should ensure the quality and systematic use of the SRT tool is relevant and applied

consistently. This will provide valuable information of the current operations and for future programming. It would be important to liaise with other organisations and ECCD providers, which are using similar tools and seek to harmonise these.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

9. That the TC was incorporated into the national curriculum in all 20 educational colleges is a significant accomplishment. SCiM should conduct a study to assess the perception, utilization and effect of the TC for children entering primary schools.

10. SCiM should ensure there are proper checks and balances in place for the CMSS and LEIP

funds. The allocation process for the funds and the decision-making in the townships and villages must be transparent and adhered to at all times.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

11. SCiM should make sure that women are more equally represented in the MCs, and hold positions of responsibility within the MCs. This could partly be achieved by amending the mandate of the MCs specifying a required gender balance in the committees and esuring that the required gender balance is adhered to. SCiM could consider introducing incentives to MCs with a gender balance in line with the requirements in the mandate.

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12. SCiM should continue to work with and support the ECCD network group structure, at

both national and township level to ensure that they have adequate capacity to operate in line with the mandate and the four distinct roles of the groups 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. SCiM should conduct a Gap-analysis to ensure a data driven approach to assessing challenges and proposed solutions.

13. SCiM should collaborate with relevant stakeholders in ensuring that a rigorous system for

monitoring and evaluation is in place when the GoM commence expansion of a school based ECCD program. A Participatory action research (PAR) approach could be a constructive method of engaging with stakeholders and GoM to collect data and feed knowledge into the implementation process.

14. The SCiM system for quality improvement and monitoring of ECCD centers should be

amended to align with the new KG year and the changes this will imply.

15. SCiM has managed to turn the trend of the poorest women being least likely to attend parenting training. However the participation of men is still very low. SCiM should explore alternative ways of attracting and encouranging more men to participate in the parenting education trainings.

16. SCiM should ensure that the ECCD Management Committees consistently formalize work

agreements between the caregivers and the ECCD centers.

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2. INTRODUCTION – ORGANIZATIONAL AND PROGRAMMATIC RELEVANCE

Between 1997 and 2006 the number of ECCD and day-care centers increased considerably throughout Myanmar1. According to the Education Management Information System (EMIS) the number of preschool children soared nearly 80 percent from 142.938 in 2004 to 256,357 in 2006, but with pre-school exposure varying considerably between States and Regions across the country. In Kachin and Kayah States it was estimated that 30% of children aged 3 to 8 attended some kind of early childhood education center while only 5% did so in Rakhine State and 3% in Kayin State2. If no ECCD center or equivalent were available in the villages, children were in most cases cared for by their mothers (83%) 3 , encumbering gender equality, income generation and child development. The engagement within ECCD dates back to 1997, when Save the Children UK (SCUK) began working with communities to establish and operate their own ECCD centers for children aged 3 to 54. Based on a number of later studies, there was “strong” evidence that well-targeted ECCD programs had lower costs and produced more profound and sustainable results than other education investments or programs at the time5. In 2006 Myanmar was one of the most isolated and closed countries in the world and engaging in the education sector was “extremely difficult6”. The initial program outline worked in the informal sector, which was doable at the time and was a “safe way7” of leveraging access to education at an early stage. In addition there were other positive spin-offs, including community participation. In 2006 the only organization capable of conducting this “kind of work was SCiM 8”, because of their experience in the country, their standing with GoM and their ability to effectively implement large and complex programs9. The main donor deemed SCiM an “excellent partner10”. SCiM began implementing the “Transitions Initiative programme” in 2006. The main rationale behind the program design and implementation was the notion that access to quality ECCD services would result in a greater number of children, especially marginalized11, would attain progressive age appropiate physical; social-emotional; cognitive; and language development. The ECCD program has comprised the following four distinct yet complementary and sequential projects:

1. Transition Initiative Project” 2006 - 2009 2. "Early Learning Opportunities for Children”: A Transitions Initiative – Extension

project April 2009 – March 2011 3. "Early Learning and transition to Primary school”: New Generation Project" 2011 to

2013 4. "Early Learning and transition to Primary school”: MEC Project" 2013 – Mar 201512.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!1 EFA Mid-Decade Assessment Report, August 2007, Yangon 2 Ibid 3 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/2 4 Save the Children in Myanmar transited in to SCI Myanmar in 2011, following a unification process of the Save the Children memebers present in Myanmar 5 Positive Impact SC-US 2004 6 Quotes from donor representative Oli Keetch – former DfID representative Mynamar 7 Ibid 8 Ibid 9 Ibid 10 Ibid 11 Particularly children from poor homes, from ethno linguistic minorities and children with disabilities!12 The approval and establishment of the Myanmar Education Consortium (MEC) early in 2013 led to the third year of the New Generation Programme being channeled through MEC

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From the onset, the township and village selection followed a stringent process and incorporated government (GoM) priorities and available data. A combination of development indicators as well as contextual factors were considered, including:

• Identifying the most deprived regions, states, townships, and villages and to some extent families.

• Collaboration with partners such as the Department of Education, Planning and Training (DEPT) and The United Nations Children's Fund (UNICEF). SCIM initially worked under the UNICEF umbrella, in order to be able to operate.

• Alignment with government priorities and initiatives.

The ECCD initiative was implemented in 20 townships in nine States/Regions throughout the four projects in the period 2006-2015 13 . The main donor has been the Department for International Development (DfID) with a number of smaller grants provided by donors including Yetagon, KOICA, SCUS, Mimi & Peter, Wish List, Sven Hoffman and more recently, Myanmar Education Consortium (MEC). In conjunction with the ToR14 the end-evaluation is conducted in line with the OECD DAC criteria’s for evaluating development assistance programmes. Key areas of assessment are: Objective 1: To ensure access to quality of ECCD services for children living in poor communities. Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities. Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar.

3. METHODOLOGY

3.1 Introduction The end evaluation methodology is closely aligned with the outlined objectives in the ToR and as further developed in the EMC proposal to SCiM15. Given the lack of overall baseline targets and counterfactual data for the period 2006-2015, the end-evaluation is predominantly matched against documented results in the four (end of) project reports and the mid-term evaluation (MTE) conducted in 2010, to measure progress and achievements16. The end-evaluation assignment was undertaken through the collection and review of key documentation, semi-structured key informant interviews (KII), focus group discussions (FGD) with stakeholders, beneficiaries and key staff, spot checks and site observations. In line with the ToR, EMC emphasized collecting “qualitative data17”. The historic quantitative data presented in the report is used to contextualize and validate the qualitative data findings through data triangulation. In line with the ToR the principal foundation of the analysis will be based on the qualitative data.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!13 Annex I – The Myanmar Information Management Unit 14 Annex II – Terms of Reference 15 Proposal submitted to SCiM on the 18.12.2014 16 Monitoring and evaluation was almost impossible in 2006. No survey or systematic collection of data was allowed. Data provided by GoM were in most cases unreliable 17 See ToR for further information

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3.2 Data tools and design process A highly participatory approach was taken in the design of the research tools. An evaluation design workshop between SCiM and EMC was conducted at SCiM head office in Yangon on the 4th of February 201518. The purpose of the workshop was for the EMC and SCiM teams to get acquainted and to cooperatively decide on:

1. Sample size and selection 2. The composition of the field teams 3. Field travel plan 4. How to engage children safely and constructively in the evaluation 5. Jointly review the draft tools designed by EMC and amend were appropriate 6. Translation of evaluation tools

The following tools were developed and utilized for the primary data collection. Table 1: Informants, tools and method Informants/Means of Verification Tools Method/Approach Children Observations checklist

Age appropriate semi-structured questionnaire Activity list for engaging the children safely and constructively

Mixed methods

Parents/guardians Semi structured interview guide FGD Caregivers Semi structured interview guide FGD Management committee members Semi structured interview guide FGD Local ECCD/APE network members Semi structured interview guide FGD National ECCD/APE network members Semi structured interview guide KII Primary school Teachers Semi structured interview guide KII Representatives - national authorities Semi structured interview guide KII Representatives – local authorities Semi structured interview guide KII Donor representative Semi structured interview guide KII SCiM Staff Semi structured interview guide KII Local partners Semi structured interview guide KII SCiM staff Observations checklist –

ECCD/APE attendance On site observation

SCiM staff Observations checklist – ECCD/APE quality

On site observation

The design process of the research tools underwent a rigorous six-step process to ensure that the tools were relevant, accurate, valid and reliable. Minor tool adjustments were made after the first field visit based on feedback from the field research staff and informants. Figure 1: Tools development process

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!18 Annex III – evaluation workshop attendance list!

EMC - first draft tools

Feedback from senior SCiM

staff

Revision - EMC

Feedback from SCiM research

team

Revision - EMC

Revision - national

education expert

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3.3 Sample and sample selection Extensive deliberation was put into the selection of a representative sample cogitating; size, diversity, length of support; phased out areas; location/ethnicity, with particular focus on harder to reach areas and balancing both ECCD centers and APE facilitation entities in the sample. For the selection process, the villages were orderly arranged and selected at regular intervals. The selection process started randomly at the list and proceeded with every kth19 element from then onwards. The starting point was not automatically the first village on the list. By applying this technique we ensured that each village had an equal probability of selection with no underlying sampling interval pattern. Also replacement villages were chosen randomly as a leeway option, in case villages/centers or stakeholders were inaccessible. Table 2: Selected sample (location, intervention, project period) Township State/Region Sample (location, Intervention, project period)

Nyaung Shwe Southern Shan state 16 ECCD Centers

6 Project period 2006-09

10 Project period 2009-2011

Pwint Phyu Magwe region 14 ECCD Centers 3 APE facilitation entities

5 Project period 2006-2009 1 project period 2006-2009

6 Project period 2009-2011 2 project period 2011-2013

3 Project period 2011-2013

Kungyangone Yangon region 7 ECCD Centers 3 APE facilitation entities

4 Project period 2009-2011 3 Project period 2011-2013

3 Project period 2011-2013

Saw Gangaw district 2 ECCD Centers 3 APE facilitation entities

2 Project period 2013-2015 3 Project period 2013-2015

Hpa An Kayin state 2 ECCD Centers 3 APE facilitation entities

2 Project period 2013-2015 3 Project period 2013-2015

Pakokku Magwe region 2 ECCD Centers 3 APE facilitation entities

2 Project period 2013-2015 3 Project period 2013-2015

Table 3: Total sample Total sample and proportional sample size (%) (ECCD: 735/APE: 200) N=93520

Time period # %

Sample 2006-09 12

Sample 2009-11 20

Sample 2011-13 11

Sample 2014-15 15

Total sample selection of sample 58 6,2%

APE 15 7,5% of total APE

ECCD 43 5,8% of total ECCD

Access difficult/remote areas 30 51,7% of sample

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!19 Expression for randomly selecting the sampled villages with no underlaying pattern. 20 Annex IV – Sample selection and field work plan

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Table 4: Number/list of informants21 Informants/Means of Verification Sample size/number of informants Children 316 Parents/guardians 417 Caregivers 52 Management committee members 303 ECCD network members 33 National ECCD/APE network members 2 Primary school teachers 41 Representatives – national authorities 1 Representatives – local authorities 42 Donor representative 1 SCiM staff 6

3.4 Field research and data collection At the evaluation design workshop the field teams were divided and organized, and a team leader appointed. The team leader was responsible for reporting to SCiM management in Yangon and the EMC team leader during the field research. The field research lasted five weeks. The EMC team conducted the KIIs of SCiM staff, national authority representatives, national ECCD network leadership and the donor representative.

3.5 Limitations The end-evaluation has focused entirely on the outlined objectives defined in the ToR and the specifications defined by EMC in the proposal to SCiM. Though elements may be present in the report, this evaluation does not attempt to assess and analyze all aspects of the program. The conclusions and recommendations are based on the various sources of data available. SCiM noted to the evaluation team, that throughout the intervention period, access to reliable demographic data has been a challenge. Official statistics and data are in many areas highly unreliable and/or inaccessible. As with most research there is a risk of sampling errors and biases induced by the specific sample design. There is the risk of minor random sampling errors, where variation in the results can occur, due to the villages in the sample being selected at random. The theoretical properties make it difficult to quantify the accuracy of the sample. Also non-sampling errors is a risk. In particular:

1. Measurement errors: e.g. when respondents misunderstand a question, or find it difficult to answer, due both to language and conception barriers.

2. Processing errors: Mistakes in data coding. 3. Non-response: Failure to obtain complete data from all selected individuals.

The EMC and SCiM teams have taken all precautions to ensure relevance of the tools; accurate and understandable formulations; accurate data coding; and that all individuals selected to participate in the evaluation provided truthful answers to the best of their ability. Because of escalating armed conflict in the Northern Shan State during the field research, SCiM staff was prohibited to travel to the selected townships in the state. Instead it was jointly decided to travel to Saw Township in Magway Region.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!21 Annex V – list of informants, townships and villages

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4. EFFECTIVENESS AND IMPACT – KEY FINDINGS AND ANALYSIS

Objective 1: To ensure access to quality ECCD services for children living in poor communities

4.1 Number of ECCD centres and APE facilitation entities: Historic and contemporary data In the period 2006-2015 a total of 721 ECCD centers and 200 APE facilitation entities had been established22. As of 2015, SCiM have phased out support to 721 ECCD centers and APE facilitation entities. Figure 2: Established centers and entities

There has been a “balanced” establishment of centers throughout the nine-year period, with an average of approximately 102 centers and facilitation entities established annually (excluding 2015). This is a fast rate of expansion. There is no evidence or indications that the rate of expansion has affected the quality of operations. Of the centers and facilitation enetities that where financial supported through the period, more than 94% are operative, 95,4% of the ECCD centre Operating and 93% of the APE facilitation enetities23.

4.2 Quality of the ECCD centers SCiM has regularly and systematically measured the quality of the ECCD centers against a predefined standard, consisting of 15 quality core indicators. Quality evaluations, in a sample of centres, were conducted quarterly by ECCD Management Committees (MCs) and caregivers, assisted SCiM field team members24. In the April 2010 report SCiM reported that 56% of ECCD centers were meeting the “minimum quality standard “25. In 2011 a sample evaluation found that 85% !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!22 SC UK/US provided technical support to an additional 14 prior to 2006!23 Annex VI - ECCD Centres and Alternative PE Situation 24 Myanmar Education Consortium - Annual Progress Report 2013 25 It should be noted that the Delta Townships particularly struggled in the earlier days to provide quality ECCD services, due to the post emergency context and a slightly different modality of implementation.

2006-2009 2009-2011 2011-2013 2013-2015 Total 2006-2015

ECCD 230 290 101 100 721

APE 100 100 200

0!100!200!300!400!500!600!700!800!

Num

ber

Implementation period and rate of expansion

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of the ECCD centers were operating at a “minimum quality standard26”. In 2010 the MTE, conducted a quality assessment in eight townships. The assessment was “rudimentary27” and found that 81% of ECCD centers were operating at a “satisfactory” level28. The end-evaluation assessed the operational condition of 41 ECCD centers. The areas assessed were; buildings; physical facilities; grounds; sanitation facilities; and learning facilities29. The centers were generally found to be in very good/good condition, in conjunction with the findings in 2010 and 2011.

4.2.1 Caregiver ratio A principal indicator of quality, used throughout the program, is child: caregiver ratio. The pre-established indicator recommends a ratio of 15:1, with a minimum or two caregivers per center. The MTE recorded the following ratios for the surveyed townships. Table 5: Child/Caregiver ratio by township

Township Child: Caregiver Ratio 2010 (average)

Child: Caregiver Ratio 2015 (average)

Notes

Pwintbyu 25:1 15:1 Ongoing support Namphan 20:1 Kawkareik 18:1 Nyaungshwe 17:1 11:1 Phased out support (2012) Kawlin 16:1 Kani 15:1 Hlaingbwe 14:1 Theinni 10:1 Saw 20:1 Ongoing support Pakokku 16:1 Hpa-An 14:1 Kungyangon 10:1 In the surveyed townships with comparable data (Pwint Phyu and Nyaungshwe) there is a significant decrease in the child: caregiver ratio, most notably in Pwint Phyu. In Nyaungshwe a significant reduction is also noticeable, indicating that quality are sustained after SCiM has phased out support. In the four townships not previous assessed, Pakokku, Hpa An and Kungyangone, all are in line with the recommended ration of 15:1. Saw however is not, and currently has a ratio of 20:1. The on average trend is positive, but among the surveyed ECCD centers there are also examples of very high child: caregiver ratio´s - one village in Kungyangone had a ratio of 23:1. The trend indicates that the smaller the centers the better child: caregiver ratio. The MTE highlighted that it was the ethnic States that had high child: caregiver ratio´s. Nyaungshwe in Shan State and Hpa An in Kayin State has reduced the child: caregiver ratio and there are currently no apparent discrepancy between ethnic and non-ethnic states.

4.2.2 Caregiver training Caregivers in both the ECCD centers and APE facilitation entities, confirm they have received training, most commonly the initial and refresher trainings. The training for ECCD caregivers is one month and for the Parenting Education Facilitators (PEF)30 five days. Also acknowledged by the caregivers, are the additional “specialized” courses continuously offered, including:

• Management and bookkeeping • Disaster Risk Reduction (DRR)

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!26 The definition from "Early Learning Opportunities for Children”: A Transitions Initiative – Extension project 2009 - 2011 27 MTE 28 Each field office was asked to divide the ECCD centers in its township into three categories good, satisfactory and poor. Criterions for the assessment were ECCD minimum standards indicators. 29 The observation assessment rating classification ranged from, very good; good; average; poor, very poor. 30 PEF Parenting Education Facilitators is the term used for the APE “caregivers”!

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• Health and nutrition • Toy making and structured play • Parenting education facilitation • Community action plans • First aid • Child protection

Of the specialized trainings facilitated by SCiM, toy making and management training are the most popular amongst the caregivers and verify that trainings are relevant. Caregivers state that they are able to apply the knowledge from the trainings into the centers. Several of the APE PEFs also highlight the relevance and applicability of the parenting education facilitation. The end evaluation has found no discrepancy in the level of training offered to the ECCD caregivers and APE PEFs.

4.2.3 Caregiver guiding tools The Caregivers are provided with a number of practical guiding tools. Of particular importance and repetitively emphasized by the caregivers is the Caregiver Handbook. Equally important is the recognition by the caregivers that the handbook is applicable in the centers and that the caregivers refer specifically to the handbook as the primary tool for guidance. Further, the caregivers are emphasizing The Parenting Education Facilitators Handbook (particular the APE PEF). It is particularly encouraging that a significant proportion of the caregivers accentuate that they seek guidance, and regularly consult, with both the MC members and SCiM staff, in addition to their co-workers. This gives indication of caregivers showing a genuine interest and a functioning ”community of practice” where information is shared and practices fine-tuned in conjunction with resource persons in the sphere of the centers. There is no mention by the caregivers of a lack of information or guiding tools.

4.2.4 Caregiver behavior Several characteristic behavioral patterns are predominantly observed in both the ECCD centers and APE facilitation entities. The caregivers attend to the basic needs of the children and engage in age appropriate activities and are capable of identifying an array of activities for the various age groups. This includes activities such as singing, drawing and story-telling. The research teams consistently observed positive caregiver communication and interaction with the children and appropriate patterns of behavior. In no case were the research teams able to detect discriminatory behavior by the caregivers. Also encouraging was the proliferation of positive disciplinary approaches in the centers. Positive approaches were continuously observed and the caregivers actively used, and were able to explain, the use of positive discipline in the centers. Most of the caregivers acknowledge their voice as the most appropriate tool for correcting unwanted behavior and any indication of corporal punishment was not seen. “Some times we have to raise our voice, but there is no shouting. I often encourage the children to do other activities if they are not behaving appropriately - that helps31”. Also accentuated by a majority of the caregivers were the systematic use of daily and weekly plans for activities in the centers and the cooperation with parents. The collaboration with the centers was also emphasized by a preponderance of parent’s as constructive and positive.

4.3 Enrolment: Historic and contemporary data32 In March 2009 the 230 operational ECCD centers had a total enrollment of 12 126 children, 6 234 girls and 5 892 boys. In May 2011 51 677 children (23 255 boys and 28 422 girls) were enrolled in 520 ECCD centers. In January 2015 the total number of children that had accessed ECCD services

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!31 Caregiver quote!32 There are no reliable data available on the enrolment of linguistic and/or religious groups

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stood at 62 785 (31 123 boys and 31 662 girls). This represents an increase in enrolment of 517% in the period 2009-201433. The enrolment rate is significantly higher than the center construction rate. A different development is evident when we examine the enrolment in the APE facilitation entities. From 100 operative centers and the enrolment of 16 719 children (7 524 boys and girls 9 195) to 200 centers and 9 692 children (4 886 boys and 4 806 girls) enrolled. This is a 57.97% decrease in enrolment despite increased accessibility. There is no gender discrepancy between the enrolment of boys and girls in the ECCD centres and APE facilitation entities. In the townships Kani, Muse and Kungyangone, a lower number of children are enrolled than initialy projected. Figure 3: Enrolment – ECCD and APE

4.3.1 Enrolment by economic status The enrolment of children defined as “poor34”, has increased considerably in the period 2006-2015. The Early Learning and transition to Primary school: New Generation – Final Report (2011) found that half of all children at the point of evaluation (47.19%) accessing ECCD were from poor households. Currently, in both the ECCD centers and APE facilitation entities, the majority of children enrolled are classified as poor35. In line with the intentions, APE are targeting and enrolling a higher percentage of poor children, but only marginally, though table six and seven depicts variancies between the townships. The differences are primarily ascribed to the demographic composition and economic status of the townships. The increased coverage of ECCD centers and APE facilitation entities has resulted in increased enrolment of poor children.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!33 In the same period at the same the increase in number of centers stood at 313% - section 4.1 34 Throughout this document, ‘poor’ /‘poorest’ is a term introduce by SCiM equivelant to the households with the lowest income (25%) as defined in the local wealth-ranking exercise conducted during the community baseline assessment (PLA) 35 ECCD centers an average of 58.49% and in the APE centers 61.91%.!

Boys Girls Boys Girls Boys Girls

2009 2011 2014

APE 7524 9195 4886 4806

ECCD 5892 6234 15731 19227 31123 31662

0

5000

10000

15000

20000

25000

30000

35000

Num

ber

of c

hild

ren

Enrolment development 2009-2014

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Table 6: ECCD enrolment - poor children 2006 - 2015 program period

Township Total enrolled children

(All) Total enrolled children

(Poor) % Enrolled

poor children Remark

M F T M F T M F

Nyaungshhwe 2 580 2 566 5 146 1 511 1 489 3 000 0.586 0.580 Feb. 2011 data

Theinni 1 117 1 207 2 324 535 558 1 093 0.479 0.462 Feb. 2011 data

Namphan 1 773 1 889 3 662 1 251 1 334 2 585 0.706 0.706 Feb. 2011 data

Kawkareik 3 949 4 028 7 977 1 766 1 737 3 503 0.447 0.431 Jun. 2014 data

Hlaingbwe 2 526 2 586 5 112 1 019 1 019 2 038 0.403 0.394 Jun. 2014 data

Muse 359 365 724 171 185 356 0.476 0.507 Jun. 2014 data

Kani 3 508 3 527 7 035 1 603 1 647 3 250 0.457 0.467 Jun. 2014 data

Kawlin 2 159 2 210 4 369 1 104 1 157 2 261 0.511 0.524 Feb. 2011 data

Pwintbyu 4 867 4 961 9 828 3 480 3 540 7 020 0.715 0.714 Jun. 2014 data

Meiktila 657 602 1 259 317 306 623 0.482 0.508 Jun. 2014 data

Kungyangon 1 713 1 706 3 419 1 287 1 328 2 615 0.751 0.778 Jun. 2014 data

Phya Pon 708 753 1 461 589 622 1 211 0.832 0.826 Feb. 2011 data

Mawlamyinegyun 1 269 1 210 2 479 896 818 1 714 0.706 0.676 Jun. 2014 data

Hlaingbwe 302 348 650 270 309 579 0.894 0.888 Feb. 2011 data

Myaungmya 596 598 1 194 453 460 913 0.760 0.769 Feb. 2011 data

Laputta 1 557 1 633 3 190 1 198 1 279 2 477 0.821 0.783 Jun. 2014 data

Hsipaw 253 257 510 152 147 299 0.601 0.572 Dec. 2014 data

Hpa-An 330 314 644 86 78 164 0.261 0.248 Dec. 2014 data

Minbu 273 289 562 162 189 351 0.593 0.654 Dec. 2014 data

Pakokku 401 385 786 235 237 472 0.586 0.616 Dec. 2014 data Saw 226 228 454 102 97 199 0.451 0.425 Dec. 2014 data Total 31 123 31 662 62 785 18 187 18 536 36 723 0.584 0.585

Table 7: APE enrolment - poor children 2006 - 2015 program period

Township Total enrolled children Total enrolled children

(Poor) % Enrolled

poor children Remark

M F T M F T M F

Kawkareik 415 456 871 212 238 450 0.511 0.522 Jun. 2014 data

Hlaingbwe 590 585 1 175 221 252 473 0.375 0.431 Jun. 2014 data

Muse 233 256 489 147 184 331 0.631 0.719 Jun. 2014 data

Kani 252 223 475 94 64 158 0.373 0.287 Jun. 2014 data

Pwintbyu 668 625 1 293 481 424 905 0.720 0.678 Jun. 2014 data

Meiktila 449 430 879 269 241 510 0.599 0.560 Jun. 2014 data

Kungyangon 326 329 655 246 251 497 0.755 0.763 Jun. 2014 data

Mawlamyinegyun 309 295 604 223 232 455 0.722 0.786 Jun. 2014 data

Laputta 430 357 787 369 311 680 0.858 0.871 Jun. 2014 data

Hsipaw 217 196 413 153 133 286 0.705 0.679 Dec. 2014 data

Hpa-An 269 289 558 173 164 337 0.643 0.567 Dec. 2014 data

Minbu 184 228 412 150 160 310 0.815 0.702 Dec. 2014 data

Pakokku 229 240 469 106 120 226 0.463 0.500 Dec. 2014 data

Saw 315 297 612 195 187 382 0.619 0.630 Dec. 2014 data

Total 4 886 4 806 9 692 3 039 2 961 6 000 0.622 0.616

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4.3.2 Enrollment by ethnic grouping The MTE found that in “some contexts”, certain ethnic groups inhabiting remote regions were particularly disadvantaged by the distance factor36. Overall the MTE found no particular disparities in enrolment or attendance between different ethnic, religious or linguistic groups other than those closely related to poverty and geographic location as explored above. The end-evaluation findings substantiate the MTE conclusions. As depicted in table eight, the number and percentage of the enrolment of ethnic children mirrors the ethnical divisions of the states, townships and villages. The ethnic townships (Nyaung Shwe, Theinni, Namkham, Hlaing Bwe, Muse, Hpa-An and Hsipaw) are all townships with between 90-100% enrolment of ethnic children. There is no pattern of discrimination and/or exclusion of children based on ethnicity. Table 8: Enrolment and ethnicity 2006-2015 program period

4.3.3 Enrolment of children with disabilities Throughout the period, it has repeatedly been highlighted that the understanding of disability in most townships and villages is very limited. Often disability is defined inconsistently, and ranges from minor cases of physical impairment, through to sight/hearing impairment, slower learning capacities, to severe physical and mental deficiency. This inconsistency contributes to continued and significant stigma towards children with disabilities, and is further complicated by widespread beliefs that disability serves as a “punishment” for the families affected37. In the ECCD and APE training modules there is curriculum focus on understanding and recognizing different types of disability. Although the number of children with disabilities benefitting from the interventions is small, the difference made to those children’s lives is often considerable. Based on SCiM data, the

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!36 MTE 2010 37 Early Learning and transition to Primary school: New Generation – Final Report

Township Total enrollment

children (All) Total enrolment children

(Ethnic) %

M F T M F T M F

Nyaungshhwe 2 580 2 566 5 146 2 580 2 566 5 146 1.000 1.000 Theinni 1 117 1 207 2 324 1 117 1 207 2 324 1.000 1.000

Namphan 1 773 1 889 3 662 1 752 1 873 3 625 0.988 0.992 Kawkareik 3 949 4 028 7 977 3 577 3 658 7 235 0.906 0.908

Hlaingbwe 2 526 2 586 5 112 2 457 2 508 4 965 0.973 0.970 Muse 359 365 724 338 353 691 0.942 0.967

Kani 3 508 3 527 7 035 0 0 0 0.000 0.000 Kawlin 2 159 2 210 4 369 0 0 0 0.000 0.000 Pwintbyu 4 867 4 961 9 828 0 0 0 0.000 0.000

Meiktila 657 602 1 259 0 0 0 0.000 0.000 Kungyangon 1 713 1 706 3 419 318 293 611 0.186 0.172

Phya Pon 708 753 1 461 0 0 0 0.000 0.000 Mawlamyinegyun 1 269 1 210 2 479 70 83 153 0.055 0.069 Hlaingbwe 302 348 650 0 0 0 0.000 0.000

Myaungmya 596 598 1 194 0 0 0 0.000 0.000 Laputta 1 557 1 633 3 190 2 19 21 0.001 0.013

Hsipaw 253 257 510 253 255 508 1.000 0.992 Hpa-An 330 314 644 323 310 633 0.979 0.987

Minbu 273 289 562 0 0 0 0.000 0.000 Pakokku 401 385 786 0 0 0 0.000 0.000 Saw 226 228 454 0 0 0 0.000 0.000

Total 31 123 31 662 62 785 12 787 13 125 25 912 0.411 0.415

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percentage of children with disabilities enrolled in both ECCD centers and APE facilitation entities are 0.6% of total enrolment38. The data indicates that there has been a minor increase in enrolment of disabled children in the ECCD centers and APE facilitation entities. Table 9: Enrolment and disability 2006 – 2015 program period

4.3.4 Enrolment by gender The MTE found no clear gender pattern of enrolment in the ECCD centers. Across all townships, at the time, the enrolment was slightly higher in favor of girls (51.4%). The MTE established that the discrepancy reflected the actual numbers of boys and girls in the population and concluded, “there seems to be no evidence of gender-related barriers”. Currently there are parity of access to ECCD and APE services for boys and girls in the intervention areas. The disaggregated data reflects the gender ratio´s consistent with the demographics across the country. A significant factor, contributing to equal gender enrolment, is the fact that the ECCD centers and APE facilitation entities are free of charge for the most vulnerable families, where community structures provide finanancial support.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!38 Myanmar Education Consortium - Annual Progress Report 2013!

Township Total enroll children

(All) Total enrollment children

(Disabled) Percentage

M F T M F T M F

Nyaungshhwe 2 580 2 566 5 146 4 8 12 0.002 0.003 Theinni 1 117 1 207 2 324 14 13 27 0.013 0.011 Namphan 1 773 1 889 3 662 13 10 23 0.007 0.005

Kawkareik 3 949 4 028 7 977 32 25 57 0.008 0.006 Hlaingbwe 2 526 2 586 5 112 12 8 20 0.005 0.003

Muse 359 365 724 2 1 3 0.006 0.003 Kani 3 508 3 527 7 035 5 5 10 0.001 0.001

Kawlin 2 159 2 210 4 369 19 5 24 0.009 0.002 Pwintbyu 4 867 4 961 9 828 16 12 28 0.003 0.002 Meiktila 657 602 1 259 5 2 7 0.008 0.003 Kungyangon 1 713 1 706 3 419 8 9 17 0.005 0.005

Phya Pon 708 753 1 461 5 2 7 0.007 0.003 Mawlamyinegyun 1 269 1 210 2 479 14 12 26 0.011 0.010 Hlaingbwe 302 348 650 2 1 3 0.007 0.003

Myaungmya 596 598 1 194 8 8 16 0.013 0.013 Laputta 1 557 1 633 3 190 7 8 15 0.004 0.005

Hsipaw 253 257 510 1 0 1 0.004 0.000 Hpa-An 330 314 644 1 1 2 0.003 0.003

Minbu 273 289 562 1 2 3 0.004 0.007 Pakokku 401 385 786 4 0 4 0.010 0.000 Saw 226 228 454 3 2 5 0.013 0.009

Total 31 123 31 662 62 785 176 134 310 0.006 0.004

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Table 10: Gender disaggregated enrolment 2006 - 2015 program period Enrolment Gender Disaggregated Boys Girls Total Gender parity

Total Enrolment ECCD 31 122 31 662 62 784 0.504 Total Enrolment APE 4 886 4 806 9 692 0.495

Enrolment poor children ECCD 18 187 18 536 36 723 0.504 Enrolment poor children APE 3 039 2 961 6 000 0.493

Enrolment ethnicity ECCD 12 787 13 125 25 912 0.506

Enrolment ethnicity APE 1 838 1 897 3 735 0.507 Enrolment disabled ECCD 176 134 310 0.432

Enrolment disabled APE 31 33 64 0.515

4.4 Observed attendance in the ECCD centers and APE facilitation entities The MTE underlined “perceived high levels of attendance” in the ECCD centers39. The end-evaluation conducted attendance spot checks in the visited centers and found that the level of attendance, on the day of visit, ranged from approximately 40% to 98%. There was no significant pattern of gender divergence. In all but one township (Hpa-An), the children from poor families were in majority in the centers. Children from high-income families represent a very small proportion of the children in the centers. The MTE noted that the ECCD centers register child attendance, but that the data at the time was not compiled or analyzed by the SCiM project offices. This is still the case in the sampled centers. In Pwint Phyu and Kungyangon, the majority of support to the centers has been phased out and only direct support to a small number of centers is in effect. All direct support to centers in Nyaungshwe was phased out end of Decmember 2010. There is high level of enrolment of poor children and equally low number of children from high-income families. The APE center in Hpa-An had very low attendance while the ECCD centers in Nyaung Shwe had very high attendance. The centers in hard to reach areas had on average higher attendance that easier to reach areas. Table 11: ECCD and APE attendance – income disaggregated40 Pwintbyu Hpa-

An Kungyangon Nyaungshwe

Total attendance 455 114 177 327

Of which children from high income families 26 17 10 10

% 0.057 0.149 0.056 0.030

Total attendance defined by economic status 455 114 177 327

Of which children from low ("poor") income families 316 26 145 223

% 0.694 0.228 0.819 0.681

Table 12: ECCD and APE attendance – hard to reach areas Township Easy % Hard to reach areas %

# Observed

# Enrolled # Observed # Enrolled

Pwintbyu 125 173 0.722 191 215 0.888

Hpa-An (APE) 21 53 0.396 5 9 0.555

KGK 66 73 0.904 126 138 0.913

Nyaungshwe 68 94 0.723 78 79 0.987

Total Average 280 393 68.60 % 400 441 83.58 %

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!39 Attendance was also explored in further detail in the interviews with key informants 40 The centers were not notified of the research team arriving!

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4.5 Observed changes in children as a result of the ECCD/APE intervention Cognitive development Data collected from the informants41 denotes a trend of strengthened cognitive development amongst the children exposed to ECCD/APE. The majority of children are perceived to have well developed numerical skills and are, when entering primary school, able to count and recognize numbers consistently. This is only verified by qualitative data from the FGDs and KIIs, not quantitative data based on systematic longitudinal testing of the children. Also the parents particularly highlight the children’s numerical skills. In addition the children have developed basic letter recognition, primarily in Myanmar language, but also to some extent in English and various local languages. This provides the children with a great advantage in their literacy development when entering primary school. The primary school teachers in the sample state that children with ECCD/APE experience evidently enter primary school with a stronger conceptual understanding of basic word construction and highlight that most of these children are able to both recognize and write their names, contrary to the majority of children who have not been exposed to ECCD. Further skills accentuated by the informants are the children’s ability to name colors and imaginatively use various materials when engaging in creative work in school. Also emphasized by the informants are the children’s emerging conceptual understanding of more intricate concepts, such as days and months and the incipient ability to tell time. Of significant importance is the fact that all the teachers highlight that children with ECCD/APE exposure are easier to teach because they in general have a ”sense of routine42”, making the adjustment to a highly structured school day easier and hence enhancing the learning outcomes early on. The teachers also highlight that these children are ”eager to learn43”, and more importantly, familiar with a learning environment and teaching/learning materials. “These children are smarter than children from previous years who did not have ECCD experience44”. There is no apparent development discrepancy between children from “poor” households or between the genders. “Children with ECCD experiences are ready to learn while children who come directly from home tried to get accustom to school45”. Language development The informants independently accentuate that the children with ECCD/APE exposure have a well-developed vocabulary, exceeding that of children with no ECCD/APE exposure, according to the primary school teachers. “We don’t need to use a lot of time introducing or explaining words, we can move directly to the subject matter when teaching46”. This is verified by qualitative data from the FGDs and KIIs, not quantitative data based on systematic longitudinal testing of the children. Accentuated in the qualitative findings are the ECCD/APE children’s confidence and ability to inquire and interact with children, caregivers and parents. Both caregivers and parents give multiple examples of children’s emerging vocabulary. The primary school teachers in general find that children with ECCD/APE exposure are ”confident, open and talkative47”. The children are vocal and are generally able to construct and use more elaborate sentences when entering school. Also primary school teachers emphasize the observed emergence of basic language skills in other languages than the children’s mother tongue. Highlighted in interviews, but also extensively observed by the field teams, is the caregiver’s active engagement in meaningful and age adequate dialogue with the children. When asked about this, the

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!41 Caregivers, parents and primary school teachers – triangulated findings 42 Teacher quote 43 Teacher quote 44 Teacher quote 45 Teacher quote 46 Teacher quote 47 Teacher quote

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caregivers state that they are taught ”methods to develop the children’s language48”. They introduce things and objects; use various teaching aids; use visual aids; and talk to the children and help them expand and improve their vocabulary through multiple approaches. This approach is in line with both the theoretical “learning” and “interactionist” perspective, emphasizing that children’s language development is influenced, and to great extent dependent, on the child’s ability to imitate and desire to communicate with others49. The end-evaluation found no discrepancy of language development between the children form different social layers. Though girls in general have a more developed vocabulary and speech pattern at an earlier age. Children from poor households constitute the vast majority of the children in the ECCD centres and APE facilitation entities and it is positive that these children apparently have enhanced language skills when entering primary school.

Social development The primary school teachers highlight the developed social skills amongst the children exposed to ECCD/APE. Internalized and applicable social skills are manifesting itself through fewer ”disturbance problems50” and quarrels in class owing, at least in part, to the children’s developed ”sense of routine51”. Children with ECCD/APE experience are perceived to build social relationships faster. The willingness and ability to interact with other children and adults in a learning setting is an acquired skill that these children with high likelihood, at least partly, have developed through ECCD/APE exposure. The caregivers particularly mention that they consistently work with the children, teaching them to adapt to social rules, through interacting in groups and through imitation. The mechanisms of imitation, from both peers and adults, are key to social learning and social development. The caregivers repeatedly underline the ECCD handbook as an important guiding tool when working with the social development of the children. Parents, caregivers and primary school teacher’s unison emphasize that as a result of ECCD/APE exposure, the majority of the children have gained valuable understanding of, and internalized social norms, when transitioning to primary school. Physical development Emphasized by the caregivers is the focus on the development of gross and fine motorical skills. The children are encouraged to participate in different activities in order to develop these skills. Fine motor skills are developed through the use of pencil, scissors, drawing, writing and modeling with clay. The children in the ECCD centers and APE facilitation entities are continuously encouraged to run, climb, and balance and by playing various sports for their gross motor development. Caregiver’s emphasize that the children transferring to primary school, are ”prepped52” for school start. Teaching simple English words and the children to read and write their names are prioritized. The majority of the primary school teachers state that they find the motorical skills of children from the ECCD centers and APE facilitation entities are more developed than the children that have not attended ECCD/APE centers. This is also accentuated by a number of parents. ”Eye hand coordination and controlling the pencil is already developed when the children start school.53” Health and hygiene Implored in the children are also safe hygiene practices, a particular focus in the curriculum and ECCD handbook. Improved hygiene practices are highlighted by both parents and primary school teachers. ”The children brush their teeth regularly and we have little complaining of tooth ache54”. A majority of

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!48 Caregiver quote 49 1993;Tomasello, 1995, as cited in shaffer,et al.,2002. 50 Teacher quote 51 Teacher quote!52 Teacher quote 53 Teacher quote 54 Caregiver quote

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the parents further describes a pattern where children wash hands with soap before eating and after using the toilet. Some caregivers state that, ”diarrhea cases in school reduce has been reduced55”. Confidence and independence The children exposed to ECCD/APE are in general, and with no or limited discrepancy between gender and social class, often described as “reflected and confident56”. The caregivers in the sample ascribe this to the pedagogical approach in the centers. Caregivers find that children continuously inquire and engage in both group and independent activities. The parents also underline this finding. “Before the ECCD center was established in the village, the children would be hysterical in the beginning of the school year and would run home. Parents had to carry their children on back and force them in to the classroom57”. Also accentuated are the children’s ability to communicate with peers and teachers, they appear less shy and they inquire and actively engage in dialog with the teachers at an early age. The emerging pattern of children exposed to ECCD/APE are positive and one in which children, based on the qualitative interviews, are distinguished from their peers in terms of confidence, independence and interaction.

4.6 School readiness In 2013 SCiM developed the School Readiness Tool (SRT). The tool was developed to provide an indicative measure of the school readiness of ECCD and APE children and to some extent measure the effect of the ECCD centres and APE facilitation entities. Since 2013 four assessments have been conducted, with six months intervals, including both ECCD and APE children58. The taxonomy was divided into three levels:

1. Readiness: Students consistently demonstrate skills, behaviors, and abilities, which are needed to meet expectations successfully.

2. Ready within next three to six month: Students inconsistently demonstrate skills, behaviors, and abilities that are needed to meet expectations successfully and require further targeted instructional support in specific domains or specific performance indicators.

3. Need for further Development: Children do not demonstrate skills, behaviors, and abilities, which are needed to meet expectations successfully and require considerable instructional support in several domains or many performance indicators and may required in the future on-going additional support.

Comparing the four assessments that have been conducted, findings are inconclusive. There has been a slight decrease in readiness from Feb 2013 to Sep 2014. Though as seen in the graph, the sample has been significantly reduced from 372 in September 2013 to 170 in April 2014 to 58 in September 2014. The two assessments in 2014 have limited statistical or informative value due to the small sample. Also there is only partial information regarding how the test results were used and if “underperforming” centers were guided on the basis of the results. SCiM should be commended for using a methodical approach to partially assess quality, but it is unclear in what way it was used as a guiding instrument in improving the ECCD/APE efforts.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!55 Caregiver quote 56 Teacher quote 57 Parent quote 58 Myanmar Education Consortium - Annual Progress Report 2013!

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Figure 4: School Readiness Assessments

4.7 Parenting training and practices Increasing parental knowledge in child development has been a significant focus throughout the programme period. The MTE estimated that Parenting Education (PE) had reached 7 109 parents in 200 communities with around 50% of the children also benefiting from ECCD centers59. Furthermore the MTE stated that it “seemed quite likely that the poorest, remotely located and over-burdened women were least likely to attend the parenting education modules60”. This has significantly changed. By the end of 2014 more than 28 000 parents had received parenting training – roughly a four-fold increase since the MTE in 2011. Of particular importance is the fact that poor parents are the majority in the trainings, on average 58% are parents from poor households. Leading this development is Hlaing Bone (89%), Phyar Pon (83%), Laputta (80%) and Kungyangone (76%). SCiM has managed to turn the trend of the poorest women being least likely to attend parenting training. However the participation of men is still very low, owing in part to traditional gender patterns and social norms.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!59 MTE p.13 60 MTE!

Ready Ready 3-6 mo

Not ready Ready

Ready 3-6 mo

Not ready Ready

Ready 3-6 mo

Not ready Ready

Ready 3-6 mo

Not ready

Feb 2013 (n=ECCD 222/APE 150)

Aug 2013 (n=ECCD 199/APE 123)

Apr 2014 (n=ECCD 92/APE 78)

Sep 2014 (n=ECCD 35/APE 23)

ECCD (%) 61 18 20 62 18 21 40 22 38 51.4 34.3 14.3

APE (%) 41 29 29 47 29 24 28 29 42 21.7 34.8 43.5

0

10

20

30

40

50

60

70

%

School Readiness

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Table 13: Parenting trainings and number of participants Township Module completed PE

Parents Module completed PE Parents

(Poor) % Total trained

poor

M F T M F T

Nyaungshhwe 158 1 660 1 818 92 963 1 054 58

Theinni 57 1 043 1 100 27 490 517 47

Namphan 16 956 972 11 679 690 71

Kawkareik 336 1 926 2 262 151 867 1 018 45

Hlaingbwe 75 3 384 3 459 30 1 354 1 384 40

Muse 10 416 426 6 237 243 57

Kani 34 2 345 2 379 15 1 055 1 071 45

Kawlin 7 2 428 2 435 4 1 263 1 266 52

Pwintbyu 29 3 486 3 515 21 2 475 2 496 71

Meiktila 7 952 959 4 505 508 53

Kungyangon 5 1 516 1 521 4 1 152 1 156 76

Phya Pon 13 240 253 11 199 210 83

Mawlamyinegyun 5 1 243 1 248 4 870 874 70

Hlaingbwe 0 572 572 0 509 509 89

Myaungmya 2 779 781 2 592 594 76

Laputta 8 1 225 1 233 6 980 986 80

Hsipaw 24 424 448 16 292 308 63

Hpa-An 5 434 439 1 222 223 42

Minbu 1 760 761 0 524 524 68

Pakokku 2 679 681 1 385 386 56

Saw 2 875 877 1 436 437 55

Total 796 27 343 28 139 405 16 048 16 453 58

The parenting educational modules have been a longitudinal effort, with multiple trainings over several months and encompassing a total of nine core modules. An encouraging finding is the high degree of correlation between the training curriculum and the learning outcomes highlighted by the parents in the sample, and regular anecdotal evidence of changes in parenting practice. This indicates parental internalization of the information and knowledge taught in the modules. Particularly emphasized as valuable by the parents are the health practices, specifically linked to maternal health, breast-feeding and nutrition. Also emphasized by the parents is the use of alternative and positive disciplinary methods. Several of the parents state openly that they no longer ”use the stick61” and that they have ”learned systematic ways of caring for the children62”. Parents also highlight the value of the social foundation that the trainings have spurred. They engage with other parents (mothers) and form friendships and valuable social networks. "Socially, we are closer and have relationships with other mothers63”.

4.8 Community support to ECCD centres !Construction and maintenance The communities have contributed to the start up and operations of the ECCD and APE facilities through land, funds, items and labor64. Both the MCs and the local authorities have coordinated the

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!61 Parental quote 62 Parental quote 63 Parental quote!64 The majority of the APE centers do not have their own facilities and the community also contributes with space for the APE activities

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efforts, in order to ensure commitment and sustainability. The MCs regularly inspect the facilities and ensure continued maintenance. The contribution varies but parents underline that "when the ECCD center was constructed the community contribute with money, labor and construction materials65”. The financial contributions varied but the sample data indicate that each household contributed between 10 000 and 30 000 Kyat to the construction of the building. Also the local authorities have in several townships been instigator of acquiring community land and overseeing the registration of the centers. There are also incidents where the local authorities have assisted in purchasing land. Several informants from the local authorities highlight the importance of the centers. “Five times a year there are meetings dealing specifically with ECCD issues66”. They local authorities are also partially responsible for formalizing the work agreement between the caregivers and the centers. In most cases this was in place, but there was also incidents were formal work agreements was not in place in the sampled townships. Making or providing general items The local communities greatly support the ECCD centers and APE facilitation entities. They provide various Non-food items (NFIs), such as soap, blankets, pillows and kitchen utensils. Also cleaning and clean water provision is common support from the parents. Parents often also provide food and snacks to the centers. In many of the centers the parents are partly ”tasked67” with preparing food for the centers. In most centers both parents and caregivers mention that the parents, and often the community in general, regularly contributes with toys and learning materials. Many centers have on several occasions held "toy making competitions68”. Access and inclusion The MCs work systematically to ensure that parents send their children to the ECCD centers and APE facilitation entities. They also collect and manage the monthly fee for the centers ranging from 1000 Kyat – 2000Kyat per month per child. The MCs representatives in the sample highlight that parents unable to pay the fee were not charged. “The fee is not intended to be a burden, but a contribution69”. A majority of the villages also have provisions for escorting children from more remote areas to the centers by parents on a rotating basis. This is organized by the MCs and adhered to by parents and serve as an example of the constructive relationship between the stakeholders and of community involvement. Support to caregivers The caregivers in the ECCD centers are paid a monthly salary ranging from 20 000 to 70 000 Kyat per month, with a majority receiving 40 000 Kyat per month. There is remuneration differentiation between trained and non-trained staff. For the APE PEF the honorarium ranges from 10 000 to 20 000 Kyat per month and is not defined a salary70. The local authorities provide technical and logistical support, in particular in facilitating the trainings of the caregivers71. Income generating activities The most common income generating activity is the Loan Matching Fund. The MCs charge interest on the loans ranging from 3-8%. Also local authorities are able to provide small honorarium contributions to the centers, most commonly on a quarterly basis. The contributions range from 8 000 – 12 000 Kyat per quarter, a fairly small amount. In addition numerous ECCD

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!65 Parent quote 66 Local authority representative quote 67 Parental quote 68 Caregiver quote 69 MC member quote 70 Working hours are different: ECCD- 9am to3 pm (Mon-Fri), APE- 2 hours per day, 2 days per week 71 The ECCD caregivers and APE PEF are trained in different curriculums

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centers actively engage in income generating activities, most commonly cultivation and sale of bamboo and wood.

4.9 Community attitudes and involvement In unison the sampled communities expresses appreciation of the ECCD centers and APE facilitation entities in their communities. ”Before the ECCD center in our village opened some parents sent their children to attend ECCD in neighboring village72”. In other communities it has taken years for the centers and its caregivers to earn the trust of the communities. Initially, several informants say they expressed concern of the motives behind the centers, and that it was only after seeing the effect the intervention had on children, they condoned the centers. "Before, the community was not interested in ECCD work, but after they saw the improvement in the children they became interested73”. The caregivers emphasize that there is growing understanding amongst the parents why a more "traditional" style is not applied in the centers. Some caregivers still express struggling views ”some parents accept children are learning through playing but some doesn´t understand yet74”. Caregivers say they are seeing growing parental interest in the development of the children manifesting itself by regular and high turnout of children in the centers. Parents are often ”very engaged in the development of the centers75.” An indicator of changed community attitudes has been the number of both parents that are expressing an interest in sending younger siblings (under the age of three) to the centers. From the data there is significant evidence to suggest that a majority of parents are changing their attitude towards corporal punishment, a finding substantiated by various sources. The end evaluation regards this as a very valuable spin-of effect of the ECCD program. ”Instead of beating we use oral discipline76”. A spurring shift away from corporal punishment and a change in parental attitudes is a noteworthy achievement. Another positive spin-off effect that undoubtedly has benefitted the positive perception of the communities has been that the centers have enabled the parents to work and directly increase the HH income. This is explored further in section six.

Objective 2: To enable better learning environment and opportunities for Grade One and Grade Two pupils in poor communities

4.10 Transition and access to primary schools Gaining access to primary schools in Myanmar was previously impossible for INGOs - and is still very difficult. Historically dropout rates for Grades 1 and 2 have been nationally reported to be around 10 – 15% higher than for other grades77. The TC impact study (2011) found that it was not possible to generalize about reasons for dropout as this varied considerably from community to community across the country, and again, because of the severe lack of reliable data78. The impact study particularly noted that reasons for dropout were linked to external factors such as poverty, migration and language of instruction. “Dropout and retention rates are found directly influenced by the socio-economic factors rather than learning difficulties faced by children which can be contributed by many factors such as difficulty to understand the instructional language of the teachers.79”. Previous findings suggest that parents usually send their children to school even before getting to school going age so that parents can

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!72 Parent quote 73 Parent quote 74 Caregiver quote 75 Caregiver quote 76 Parent quote 77 Early Learning and Primary School Transition: New Generation 2012 78 The New Generation Project established that a total of 40,917 children (Girls –20,128, Boys -20,789) (F 49.2%; M 50.8%) was supported to enter and remain in primary school. This represents 75.16 % of the targeted 54,358 children 79 TC Impact Study, Dr Thein Lwin 2011 P 13

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work80. Some parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can financially support their families81. The MTE noted that transfer from G1 to G2 in the project area was 92% in 2007 and 84% in 2008. The most recently promotion data (G1 to G2) was collected by SCiM in 2013. The average promotion rate (G1-G2) stands at 84 % same as in 2008, but with significant discrepancy between the townships and village, ranging from 53% in the village tract of Hope Pyae (Laputta township) to 100% in Su Lay Kone (Kani township). The Median promotion rate is 88.5%82.

4.11 The Transition Curriculum SCiM has implemented the Transitions Curriculum (TC) since the 2007-2008 school year in collaboration with UNICEF and the Department of Education (DEPT) and Ministry of Education (MoE). SCiM has covered more than 1 200 government schools and later, all 20 Education Colleges83. The Early Learning and transition to Primary school: New Generation – Final Report (2013) estimated that total number of children in Grade 1 and 2 benefiting from improved early school experience and the TC were more than 95,000 children. More than 1 600 G1 teachers from 861 TC implementing schools were trained84. Later the introduction of the TC as part of the national curriculum in all 20 Education colleges was a major achievement - an achievement far beyond the original expectations in terms of impact, reach and sustainability. By the end of 2011 the goal was to train 2320 teachers in the TC, benefitting more than 100 000 students. Since the introduction of the TC in all 20 educational colleges, in 2012, this number is exceeded several times over on an annual basis. Currently the education colleges produce around 10 000 teachers annually working in some 41 000 schools85. The importance of the TC is significant, not just in terms of numbers, but in supporting a broad national move towards introducing child centered teaching methodology as indicated in the preparatory work of the new National Plan of Action for Children.

4.12 Differences in learning outcomes amongst ECCD and non-ECCD children The TC Impact study (2011) conducted a comparative analysis on skill testing involving both primary school children from ECCD implemented village and children from Non-ECCD implemented villages. The study did not find any significant differences in the test results among the children, but observation and interviews with teachers, showed that children with ECCD experience were more active in class, more outspoken and “familiar” with interacting with adults and other children86. This coincides with the end-evaluation findings outlined in section 4.8, observing positive cognitive and social development skills amongst the children exposed to ECCD/APE.

4.13 Effectiveness of supporting mechanisms SCiM has prioritized working with communities to support improvements in the learning environment for children, through ECCD and APE, in schools and the broader community. Primary tools to this end have been the development and implementation of the Community Managed Support System (CMSS) and the Learning Environment Improvement Plans (LEA/LEIP)87. The ECCD MCs manage the CMSS funds to support ECCD children transferring to primary schoolby a small grant. Through LEIP, support have been provided to the partition of class rooms in a high number of schools; tables and chairs; water tanks for several schools; light

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!80 TC Impact Study, Dr Thein Lwin 2011 81 TC Impact Study Dr Thein Lwin 2011 P 13 82 Annex VII – Promotion rate G1 – G2 83 Myanmar Education Consortium - Annual Progress Report 2013 84 Early Learning and transition to Primary school: New Generation – Final Report 85 Development of a Teacher Education Strategy Framework Linked to Pre- and In-Service Teacher Training in Myanmar December 2013 (UNICEF) 86 The TC Impact study (2011) 87 Based on needs assessments conducted by the community, the CMSS funds are allocated directly to children, while LEIP and LEA provides funds to improvements of the school environment

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installments; and general repairs in the schools. Also additional support to lunch boxes, stationary and school uniforms, especially for the poor children in the communities, has been prioritized. Poor children have also had access to support from these mechanisms to cater for their lunch and school fees. According to the informants, the mechanisms are of significant importance, particularly in supporting marginalized children in the communities. 300 CMSS and 450 LEIP plans has been established.

Objective 3: To contribute to building a partnership framework and influence policy change for the education sector in Myanmar

4.14 The management committees In a bid to ensure long-term sustainability a key part of the strategy was to establish ECCD management committees (MCs) in each village of implementation. These committees have required significant investments in terms of technical support and funding to ensure functionality and sustainability. SCiM highlights the positive effect of high performing MCs as critical to the operations and sustainability of ECCD services in the communities. SCiM has prioritized developing quality standards and have actively worked to ensure their functionality. The Early Learning and transition to Primary school: New Generation – Final Report (2013) stated that 98% of MCs at the time of evaluation were operating to agreed standards. The SCiM emphasis on MCs is reflected in the comprehensive training programme, which includes management and leadership; team building; managing fund; record keeping; community development; social mobilization and community participation. More than 9,000 MC members (9,446) have been trained. SCiM have encouraged communities to ensure that women participate meaningfully and equitably in the MCs. In rural and remote areas like Shan and Kayin state, women’s participation has been challenging. Although they are encouraged, women tend not to participate due to language difficulties; little free time; the need to engage in casual labor; and household chores. Women are still underrepresented, but as showed in table 14 there is a positive trend. In line with the SCiM priorities, training and involvement of women has increased. All townships, except Pwint Phyu, have increased the number of women participating in the MC trainings.

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Table 14: Trained MC Members88 Township Trained MC members 2015 Trained MC members

2013

M F Total F % M F Total F % % Change total trained 2013-15

% Change females trained 2013-15

Nyaungshhwe 625 112 737 0.18

Theinni 335 174 509 0.52

Namphan 195 100 295 0.51

Kawkareik 618 321 939 0.52 194 126 230 0.39 4 083 1.33

Hlaingbwe 563 137 700 0.24 135 17 152 0.11 4 605 2.21

Muse 176 144 320 0.82 120 115 235 0.49 1 362 1.66

Kani 703 256 959 0.36 149 49 198 0.25 4 843 1.45

Kawlin 465 75 540 0.16

Pwintbyu 826 144 970 0.17 250 61 311 0.20 3 119 0.87

Meiktila 209 84 293 0.40 163 62 225 0.28 1 302 1.43

Kungyangon 420 250 670 0.60 120 103 223 0.46 3 004 1.29

Phya Pon 170 103 273 0.61

Mawlamyinegyun 408 147 555 0.36 148 59 207 0.29 2 681 1.24

Hlaingbwe 136 32 168 0.24

Myaungmya 211 52 263 0.25

Laputta 274 109 383 0.40 89 49 138 0.36 2 775 1.10

Hsipaw 84 31 115 0.37

Hpa-An 106 58 164 0.55

Minbu 136 29 165 0.21

Pakokku 129 78 207 0.60

Saw 134 87 221 0.65

Total 6 923 2 523 9 446 0.36

Figure 5: Gender disaggregated number of trained MC members 2015

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!88 Early Learning and transition to Primary school: New Generation – Final Report

625!335! 195!

618! 563!176!

703!465!

826!

209!420!

170!408!

136! 211! 274! 84! 106! 136! 129! 134!

112!

174!100!

321!137!

144!

256!

75!

144!

84!

250!

103!

147!

32! 52!109!

31! 58! 29! 78! 87!0!

200!400!600!800!1000!1200!

Trained!MC!members!2015!Male! Trained!MC!members!2015!Female!

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Table 14 and figure 5 shows that despite the positive trend, the MC members are predominantly male, though there is considerable variation across the townships. Data also shows that significantly fewer women hold positions of responsibility in the MCs and that female members of the MCs tend to serve longer. Regardless of number of women in the MCs, men are still the primary decision makers89. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system.

4.15 The ECCD network group structure The establishment of the ECCD network group structure, which was conducted in collaboration with DSW at central, State/Division and township level, is an important component of the ECCD initiative. The Township ECCD network groups comprise the most active and capable members of the MCs. From 2010 – 2013 the ECCD network groups were formed in each township. The groups normally consist of seven members90 and meet monthly. The groups have achieved registration with the authorities and there are several examples of the ECCD network groups developing into meaningful Civil Society Organizations (CSOs) in their regions. All network groups are registered as local civil society organizations with the Ministry of Home Affairs (MoHA) to deliver ECCD services and must be endorsed by the DSW to be allowed to operate. There are currently 20 township ECCD network groups in place, taking responsibility for their ECCD centers and APE facilitation entities. The formation of the ECCD township network groups has followed a guided process requiring continuous support by SCiM staff. An important achievement has been the establishment of the national network structure, tasked with overseeing the township network groups. Data shows that the ECCD township network groups have taken on four distinct roles.

Capacity building: Initiating and organizing various workshop and trainings, for both members of the network and the caregivers. ”If the caregiver need any technical training, we communicate this the township ECCD network group91”. Monitoring and oversight: Members of the ECCD network group regularly conduct monitoring visits to the ECCD centers and APE facilitation entities. Furthermore the ECCD township network groups are tasked with collecting data form the centers and work jointly with village and township authorities to ensure that children attend ECCD/APE. Source of funding: In some instances the ECCD network groups also provide funding to the ECCD centers and APE facilitation entities. The funding is primarily used to purchase toys and equipment and to add on to caregivers´ salary. Coordination mechanisms: The ECCD network groups acts as a coordinating entity and provides data to the relevant stakeholders; information on matching fund; and to some extent keeps records of children transferring from ECCD/APE to primary school. There appears to be a particular focus on following up and including children with disabilities and other minorities. Myanmar ECCD Network Group: The Myanmar Central ECCD Network (MCECCD) was founded February 2014, consisting of 5 members from each township. One member from each township is elected into a position of responsibility. The MCECCD consists of the following members; Team leader, Second Team leader, Secretary, Co-secretary, Accountant, Co-accountant, !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!89 Early Learning and transition to Primary school: New Generation – Final Report 90 Team leader, second team leader, secretary, co-secretary, accountant, co-accountant, treasurer, co-treasurer!91 ECCD township group member quote

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Treasury, Co-treasury, Communication (x2), Training (x2) and audit (x3). The MCECCD team conducts quarterly meetings and the township network ECCD team has monthly meetings. They receive guidelines from Save the Children and jointly outline plans for implementation. The ECCD network structure is tasked with several responsibilities, including trainings and communication for and between caregivers, MCs and parents. They operate the LEIP and CMSS program; provide support for poorer children who cannot afford to attend the centers; and financial support for caregivers. The new ECCD law (February 2014) and policy, and strategy (expected in July) the MCECCD members have resulted in communication with the authorities and a “relationship92” with politicians. The GoM government acknowledges the work of the MCECCD, but there is currently no official support. The ECCD township network groups aims to support all ECCD centers. However, it does appear that the national level structure still lacks appropriate tools and capacity.

4.16 Policy tools and policy influence The primary guiding policy framework for education in Myanmar is the Long Term Basic Education Development Plan (LTBEDP) (30 years) implemented through four-year education plans. In 2003 a National Action Plan was launched in line with the Dakar Framework and global commitment to Education for All. The LTBEDP (2001 – 2031) has the long-term vision of “creating an education system that can generate a learning society capable of facing he challenges of the Knowledge Age93”. SCiMs has a highly participatory approach and constructively engages in a multitude of forums with both national and international stakeholders. SCiM has prioritized actively engaging in an array of forums and coordination structures. This approach has secured the organization influence and resulting in several noticeable accomplishments. Of particular relevance is SCiMs engagement in the Education Development Partners Group (EDPG) and the organization is one of only two INGO representatives in the Joint Education Sector Working Group (JESWG)94. The Director-General of DEPT chairs the JESWG, with two co-chairs from development partners. The purpose of the JESWG is to promote constructive, high-level dialogue involving multiple stakeholders to support achievements of the GoM´s annual and medium-term education sector priorities. The JESWG builds linkages, facilitates coordination, and promotes dialogue on key sectorial issues between DEPT and other related Ministries, and development partners (DPs)95. In addition SCiM co-chairs the Education Thematic Working Group (ETWG). This forum functions as a platform and coordination mechanism for all stakeholders in the education sector (UN, INGO, NGO, GoM) and is the responsible body for humanitarian work96 . SCiM’s engagement with and alignment of the ETWG objectives with EFA goals, SCiM is very well positioned to engage with government partners and stakeholders at policy level. In October 2013, a Presidential Directive established the Education Promotion Implementation Committee (EPIC) to examine and enact on emerging issues within the education sector, such as school based ECCD and Kindergarten curriculum development and rollout plan. An important development has been the Comprehensive Education Sector Review (CESR). This two-year process, analyzing the whole range of education provisions, will result in a comprehensive education sector plan97. The CESR Phase 2 process is now being finalized. The technical outputs

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!92 MCECCD member quote 93 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/12 94 Early Learning and transition to Primary school: New Generation – Final Report 95 Myanmar Education Consortium - Annual Progress Report 2013 96 Early Learning and transition to Primary school: New Generation – Final Report!97 Early Learning and transition to Primary school: New Generation – Final Report

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from CESR are fed into EPIC in order to shape the policy and legal documentation. SCiM has been highly involved in this work. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the national authorities. “The fact that we have been asked to engage in the development of the forthcoming National Plan of Action for Children is an indicator of our credibility in the sector98”. “The ECCD programs are unique in the sense that they provide valuable information that can be fed directly to the policy makers. And SCiM has access to the policy makers. SCiM is the organization working on community ECCD programs. The GoM likes this community model, its always emphasized in meetings. It is sustainable and the government feels they have more control. In the law there is a provision on community based ECCD – I think this, at least in part, can be accredited to the work of SCiM99”.

4.17 Major policy changes The Kindergarten year From the academic year 2016/2017 the primary educational structure will change and a six-year (instead of five) primary education system will be implemented. The first year will be a kindergarten (KG) year. SCiM has been invited by the GoM to support the implementation of a national KG rollout plan and the expansion of a school based ECCD program100. SCiM has taken a leading role in:

1. Supporting the development of the KG curriculum and teacher-training curriculum to deliver the KG year.

2. Supporting teacher trainings across the country to ensure that there is a workforce equipped for the start of the KG year – partly through the TC.

3. Local teacher training and relevant support at township level. SCiM’s comprehensive role in the education sector has resulted in SCiM being well positioned to influence and shape practice and policy and thus supports more systemic improvements and enhances collaboration between stakeholders. The Evaluation team/end evaluation has found evidence that SCiM has maneuvered the rapidly changing context of social and political reform in Myanmar and capitalized constructively on arising opportunities to strengthen its position as a leading education INGO in Myanmar. The transition curriculum and judicial changes The introduction of TC, developed by SCiM in conjunction with MoE and Unicef, in all 20 Education Colleges, is a major policy development. Also the Myanmar and Math subjects of Transition Curriculum initiated by SCI and MOE, which will be used in the Kindergarten, roll out in the academic year 2016-17, is of significant importance. Furthermore, of significant importance, is the SCiM collaboration with DSW to develop the ECCD Policy, ECCD Law and ECCD bylaw.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!98 Early Learning and Primary School; DfID Report April 2009 – May 2011 99 Aye Myint Than Htay previous Head of Program SCiM – currently Education Specialist (EQM) Unicef 100 Myanmar Education Consortium - Annual Progress Report 2013

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SCiM managing a key role at national level in coordination and policy dialogue: • SCI continues to engage actively with the -Education Development Partner • Co-chair the Education Thematic Working Group (ETWG) • The ETWG has facilitated thematic meetings and consultations on the EFA report and Phase 2 of the CESR and thematic

meetings and consultations on the Language, Disability and coordination. • Participate in the Joint Education Sector Working Group • Participate in the Comprehensive Education Sector Review (CESR) and the National Education Sector Plan (NESP) • Support and development of the Kindergarten (KG) Year preparations • Participation in consultative meetings around the developing education legislation, rules and regulations and by-laws, and

technical sub-groups of the ETWG such as the Myanmar Teachers’ Education Working Group, ECCD Technical Sub Group, Disaster Preparedness and Response in Education Technical Sub Group, Education and Language Sub Group and Education and Disability Sub Group (the list is not exhaustive).

• Continues to co-chair the Education in Emergency Group, which functions as Education Sector Coordination.

5. EFFICIENCY AND SUSTAINABILITY

5.1 Cost-Benefit Analysis The Cost-Benefit Analysis (CBA) is best applied when assessing the ratio of costs to monetary value of effects on all outcomes. This exercise is challenging in retrospect with only aggregated costs and little or no data for comparisons. In this case a number of assumptions are employed, together with objective elements and subjective factors. The end-evaluation will assess certain costs of output indicators; total cost per ECCD center; total cost per child enrolled; total number of parents trained; teachers trained in TC. The end-evaluation does not have data to pass judgment on cost-effectiveness of the program. Table 15: Average and actual expenditure 2006-2015 Total Average annual expenses (9.5 years)

Actual GBP 11 652 528,45 GBP 1 226 581,94

Adjusted for inflation 2006-2015

GBP 13 463 995,16 GBP 1 417 262,65

Table 16: Total cost per ECCD center !! Time period Amount (GBP)

230 Centers 2006-2009 269 638,17

290 Centers 2009 - 2011 366 500,00

101 Centers 2011 - 2013 197 207,00

100 Centers ! !Total !

833 345,17

Cost per unit (721) !

1 155,82

95,4% of the centers still operational – actual cost of unit

!1 211,26

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Table 17: Total cost per child enrolled

Table 18: Teachers trained in TC (since 2012)

Table 19: Parents trained

Table 20: Trained MCs since 2013

What is evident is that the increase of the project and other projects and programs have allowed for significant cost sharing across more grants than anticipated, reflecting the economics of scale and cost-effectiveness. This has also resulted in reduced support costs and overhead. The influx of donor funds to Myanmar, including SCiM has resulted in a significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. Nevertheless the operations and nature of SCiM work entails significant overhead costs. National and international staff costs, support/administrative costs and travel costs are relatively high. This is mainly because the programme has been 100% self-implemented.

5.2 Sustainability A wide range of the ECCD initiatives and outputs has been specifically targeted to support long-term sustainability of the program results. One of the major achievements and “game changers” has been the universal implementation of TC in all the 20 Education Colleges nationwide. This accomplishment has excelled the effects of the TC to not only the implantation townships, but to students across the country. This has allowed SCiM to incorporate child-centered and active learning methods into the education system – an unprecedented achievement by an INGO in Myanmar. The development of the System for quality improvement and monitoring of ECCD has been achieved. The agreed minimum standards of quality for ECCD have been developed jointly with DSW and UNICEF and have been applied in the quality monitoring of ECCD. Also of high importance has been the significant emphasis on capacity building of the MC members which is reflected in the comprehensive training programme which includes management and leadership, team building, managing the Revolving Fund, record keeping and areas such as community development, social mobilization and community participation.101 !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!101 Early Learning and transition to Primary school: New Generation – Final Report

2006-2015 Number of children

Total cost of program in the period GBP 13 463 955,16 72 477

Total cost per child GBP 185,77

2012 - 2014 Number of teachers (estimate)

Total cost of program in the period GBP 4 914 104,30 30 000

Total cost per teacher in the period GBP 163,80

2006- 2014 Number of parents

Total cost of program in the period GBP 13 463 955,16 28 139

Total cost per parent trained GBP 478,48

2013 - 2015 Number of MC members

Total cost of program in the period GBP 3 609 999,00 9 446 Total cost per MC member GBP 382,17

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Underling the sustainability achievements are: • That roughly 94% of the ECCD centers and APE facilitation entities are operative • The revolving fund mechanism are functioning • 20 ECCD network township groups are operative and are overseeing the operations of the

ECCD centers and APE facilitation entities. • As mentioned, the system for quality improvement and monitoring of ECCD is in place

and operational. • MCs as independent community mechanisms are in place and functioning in a vast

majority of communities. • Communities (especially parents, elders and teachers) see the difference in children who

have had ECCD exposure and state that they are committed to maintaining ECCD services in their communities. The high number of operative ECCD centers substantiates this.

5.3 Children’s narratives The research teams interacted with the children in the centers they visited. They primarily observed children playing and interacted with them through games, singing and conversations where possible. Keeping in mind that the children were very young the research teams found the children to be engaged and open. The children shared their views on how they felt about attending the ECCD centers and APE facilitation entities. The children would emphasize what they did and what activities they enjoy doing. Particularly encouraging was the range of activities the children mentioned, of both outdoor and indoor activities. Also a vast majority of children spoke of social aspects of the ECCD/APE, highlighting “friends” and “someone to play with102” as something they enjoy in particular.

6. UNEXPECTED OUTCOMES The emergency response to Cyclone Nargis (2008) brought experience and expertise to both the ECCD program and SCiM. SCiM launched the education response using capacity within the ECCD program103. The Post Nargis scenario saw the development of mechanisms, which are still operative to this day. The ETWG came into existence following the deactivation of the education cluster, which had been established in response to Cyclone Nargis104. The response capacity was tested, and proved resilient, when Cyclone Giri struck in Rakhine State in 2010. The ECCD work was expanded into townships affected by Cyclone Nargis bringing additional facets to SCiM including; Non Formal Education, Child Led Disaster Risk Reduction, Safer School Construction, Psychosocial training and teacher training. Another significant spin-off effect of the ECCD program has been the effect on household income, especially marginalized households. The ECCD centers and APE facilitation entities have allowed parents to engage in additional income generating activities. This has been a key factor throughout the program period. The TC Impact Study found that “67% of previous parents of children now enrolled in ECCD said they used their available time engaging in livelihood activities. 72% of households stated that their monthly income had increased following enrolment of children in ECCD. The Study further found that roughly 47% of households with an increased income (34% of total households) stated that they earned an extra 120 000 kyat a year and 36% (26% of total households) an additional 240 000 kyat a year105”.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!102 Child narratives 103 Early Learning and Primary School; DfID Report April 2009 – May 2011 104 Early Learning and Primary School; DfID Report April 2009 – May 2011 105 Ibid

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The ECCD program has also proven to be beneficial for children too old to enroll. Some elder siblings of children attending ECCD were able to resume their education, as they did not have to care for their younger siblings106. The influx of donor funds to Myanmar and SCiM has resulted in a significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. SCiM has managed to capitalize on the financial synergies.

7. CONCLUSIONS AND RECOMMENDATIONS !SCiM has specifically targeted a better learning environment in the primary schools. Quality ECCD exposure in the communities is paramount, particularly in the early years of primary school. The key premise of the SCiM ECCD initiative, is that the highest possible benefits of ECCD provision is realised when the quality of service are of the highest possible standard. The end-evaluation has found evidence that SCiM operates an inclusive and empowering system of governance, by delegating full authority to the respective community to follow participatory practices and their own governance system. Conclusions and Findings Objective 1: Ensure access to quality ECCD services for children

1. There has been a rapid but “balanced” rollout of ECCD centres and APE facilitation entities throughout the nine-year program period. In total 921 (721 ECCD centers and 200 APE facilitation entities) have been initiated. Today, about 95% of the ECCD centers and 93% of the APE facilitation entities are still operative.

2. The centers have throughout the program period been of high standard. This is also the case for the centers were direct support has ceased.

3. Enrolment in ECCD centres has increased five-fold in the program period. At the same

time enrollment in the APE facilitation entities has decreased by more than 57% since the first centers opened in 2011. The APE facilitation entities are enrolling only a slightly higher percentage of poor children than the ECCD centers. There are no gender discrepancies between the enrolment of boys and girls in the ECCD centers and APE facilitation entities. The enrolment of children defined as “poor”, increased considerably in the period 2006-2015. Currently, in both the ECCD centres and the APE facilitation, the majority of children enrolled are classified as poor. Enrolment of ethnic children mirrors the ethnic divisions of the states, townships and villages. There is no pattern of discrimination and/or exclusion of children based on ethnicity.

4. There is parity of access to ECCD centers and the APE facilitation entities for boys and

girls in the intervention townships. The gender ratios are consistent with the general demographics across the townships. A significant factor, contributing to equal gender enrolment, is the fact that fees for the ECCD centers and APE facilitation entities are met or subsidised for the most vulnerable families, where community structures provide fianancial support.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!106 Added Value! A study of the impact of ECCD on household incomes and livelihood opportunities – 2011/12!

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5. The understanding of disability in most townships and villages is very limited and it is not clear how disability is defined in the ECCD and APE. The enrollment of children with disabilities has increased, but is still low.

6. The recommended child: caregiver ratio for the ECCD centers is 15:1. The majority of the

ECCD centers throughout the program period, were able to adhere to this, though there is a correlation between bigger ECCD centers and higher children: caregiver ratios.

7. Caregivers have access to and use a number of practical guiding tools. Of particular

importance and repetitively emphasized is the Caregiver Handbook and the Parenting Education Facilitators Handbook. Also daily and weekly plans for activities in the ECCD centres and APE facilitation entities are in place and consistently used. Also the caregivers undergo rigorous training - widely appreciated by the caregivers.

8. In general the caregivers constructively interact with the children and use approaches

appropriate to the age of the children. Also encouraging is the proliferation of positive disciplinary approaches in the centers.

9. There is significant evidence to suggest that a majority of parents exposed to the ECCD program and initiatives are changing their attitude towards corporal punishment. A pattern of alternative disciplinary methods amongst the parents is evident.

10. Children who have attended ECCD and APE display several positive developmental traits.

The majority of the primary school teachers interviewed substantiate that children who have attended the ECCD/APE appear more advanced when it comes to cognitive and language development. Children’s social development and ways of interacting with peers and adults in a learning setting is also claimed by the primary school teachers to be more confident and developed. The children exposed to ECCD services have internalized important social norms for the transition to primary school. There are no apparent divergences between children from “poor” households or between the genders.

11. The proliferation of parenting training throughout the program, and especially the last four

years has been significant. By the end of 2014 more than 28,000 parents had received parenting training. Poor parents constitute the majority of parents trained. There is high correlation between the training curriculum and the learning outcomes highlighted by the parents, and the trainings have also spurred valuable social networks between the parents.

12. SCiM has deployed a model of engagement that has encouraged continuous community support to the operation of the centers. Support through land, financial contributions, NFIs and labor has been significant from the communities, and has contributed to the centers’ sustainability.

13. More than 9 000 MC members have been trained. The MCs have played a key role in

supporting parents to send their children to the ECCD centers and APE facilitation entities. This has required significant investments by SCIM in terms of funding, technical support and close follow up to ensure functionality and sustainability. SCiM have encouraged communities to ensure that women participate meaningfully and equitably in the MCs. There has been a significant improvement throughout the program period in terms of gender equality, but women are still underrepresented and hold fewer positions of responsibility in the MCs. And regardless of number of women in the MCs, men are still the primary decision makers.

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Objective 2: Better learning environment and opportunities for children enrolling in primary school

14. Data on promotion rate (G1-G2) are not available and/or reliable. SCiM collected the most recent data in 2013. At that time the promotion rate (G1-G2) were 84 % same as in 2008. There is significant discrepancy between some villages. One of the key factors affecting dropout is poverty and limited numbers of post primary schools. Some marginalized parents take their children out of school at an early age (data suggests about 9 to 10 years of age) so that they can contribute to the financial support of their families. Furthermore in many villages and village tracts the there are few post primary schools, and those which there are often only offer classes G1-G6 or G1-G8. Children have to travel to attend the classes beyond this and a limited number of children do move to other schools, after completion.

15. The implementation of the Transitions Curriculum (TC) into the national curriculum in all

20 educational colleges is a significant achievement far beyond the original expectations in terms of impact, reach and sustainability. Currently the education colleges produce around 10,000 teachers annually working in some 41 000 schools. This achievement has allowed SCiM to incorporate child-centered and active learning methods into the education system – an unprecedented achievement by an INGO in Myanmar.

16. SCiM developed the School Readiness Tool (SRT) in 2013 to provide an indicative

measure of the school readiness of ECCD and APE children entering primary school, and to measure the effect of the ECCD centres and APE facilitation entities. The assessment has been carried out consistently but because of too small samples, the value of this information has been limited. It is also not clear how the information and knowledge from the SRT tests were used to guide further programming.

17. Both the CMSS and LEIP have proven to be effective by providing a framework for

decisions and for providing direct support to schools, centers and individual children, though there is some un-clarity regarding the allocation process of funds and the decision-making in the townships and villages.

Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

18. The establishment of the ECCD network group structure, which was conducted in

collaboration with DSW at national and township level, is an important component of the ECCD program. There are currently 20 township ECCD network groups in place. All network groups are registered as local civil society organizations with the Ministry of Home Affairs (MoHA) to deliver ECCD services, and are endorsed by the DSW to operate. The formation of the ECCD township network groups has followed a guided process requiring continuous support by SCiM staff. The ECCD township network groups have taken on four distinct roles 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. The ECCD township network groups aim to support all ECCD centers, but there are indications that particularly the national level structure, still lack appropriate tools and capacity.

19. There is clear evidence of SCiM being a credible, valued and trustworthy partner for the

national authorities. SCiM’s highly participatory approach enables constructive engagement

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in a multitude of forums with both national and international stakeholders. This approach has secured the organization’s influence and resulted in several noticeable accomplishments. SCiM’s alignment of the ETWG objectives with EFA goals has ensured a productive position to engage with government partners and stakeholders.

20. SCiM has engaged actively in the education reform process, which has resulted in the

development of the new primary educational structure. This has resulted in SCiM being invited by the MoE to support the development and implementation of a national KG rollout plan, and the expansion of a school based ECCD program. This opportunity to enter into formal education sector as an INGO is unique in Myanmar context and can be attributed to SCIM´s longterm, persistent efforts and significant contributions in the non-formal ECCD sector.

21. SCiM has been actively involved in the reform processes in the education sector, during this period of wider national reform. SCiM has maneuvered the rapidly changing context of social and political reform and capitalized constructively on arising opportunities to strengthen its position as a leading INGO in Myanmar.

22. The recent increase in donor funds to Myanmar, including to SCiM, has resulted in a

significant scale-up of new and various programs. This has allowed SCiM to share fixed costs and support services across a higher number of grants than initially anticipated, reducing overall cost. Nevertheless the operations and nature of SCiM work entails significant overhead costs. National and international staff costs, support/administrative costs and travel costs are relatively high. This is mainly because the programme has been 100% self-implemented.

23. A system for quality improvement and monitoring of ECCD has been developed. The

agreed minimum standards for quality of ECCD, which were developed by DSW and UNICEF, have been applied in the quality improvement and monitoring system for the ECCD services.

24. The emergency response to Cyclone Nargis (2008) brought experience and expertise to

both the SCiM team and the ECCD programme. The ECCD work was early on expanded into townships affected by Cyclone Nargis bringing additional facets to SCiM including; Non Formal Education, Child Led Disaster Risk Reduction, Safer School Construction, Psychosocial training and teacher training

25. A significant spin-off effect of the ECCD program has been the effect on household

income, and especially for marginalized households. The ECCD centers and APE facilitation entities have allowed parents to engage in additional income generating activities. A key factor and achievement throughout the program period.

Recommendations !Objective 1: Ensure access to quality ECCD services for children

1. SCiM should examine further the reasons why, despite the very low number, some ECCD center and APE facilitation entities are inoperative/unsustainable. Based on the findings, a risk assessment tool for guiding further programme development and tools to support centres and facilities, which might be more likely to struggle, should be developed.

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2. SCIM in their further development of the ECCD should develop a holistic and systematic monitoring system for systematic and accurate assessing the impact of the programme on children. There are several ECCD assessment tools avalilable, amongst other the SCUS Idella tool or SCI´s ECD Quality Learning Environment tool.

3. The causes for the declining enrolment in the APE facilitation entities should be examined

more in depth. SCiM should critically assess the cost effectiveness and added value of the APE as an alternative to ECCD. The assessment should examine the possibility of combining the ECCD centers and APE facilitation entities, also in the areas where demand for APE is significant.

4. SCiM should engage and cooperate with relevant stakeholders in identifying children with

disabilities in target communities. SCiM should also critically examine if adequate tools for addressing issues of disability, both in the communities and centers are in place. To ensure that the ECCD centres are inclusive and adhesive to the different needs of children with disabilities, SCiM should contemplate targeted capacity building of caregivers, MC members and ECCD township group members on inclusive education.

5. SCiM should work with the ECCD network group at township and national level to ensure

quality standards are maintained, and that the standard child: caregiver ration is upheld at all times.

6. Given the success of parenting education and the correlation between the training

curriculum taught and what the parents state they have learned in the trainings (learning outcomes), SCiM should deliberately expand this initiative to other townships and consider scale up this model to be included in other relevant projects. Given the relative high cost of this initiative (table 19) SCiM should explore innovative ways of making the trainings more cost efficient and reducing the unit cost.

7. SCiM should examine if and how the organization can capitalize on the informal “mother

groups” that the trainings have initiated and possible formalize this structure. It would be possible to utilize these groups to encourage women to participate in the MCs were women participation is low. If women felt they had the “support” of a group – as their representative – this could build confidence and a sense of representation.

8. SCiM should ensure the quality and systematic use of the SRT tool is relevant and applied

consistently. This will provide valuable information of the current operations and for future programming. It would be important to liaise with other organisations and ECCD providers, which are using similar tools and seek to harmonise these.

Objective 2: Better learning environment and opportunities for children enrolling in primary school

9. That the TC was incorporated into the national curriculum in all 20 educational colleges is a significant accomplishment. SCiM should conduct a study to assess the perception, utilization and effect of the TC for children entering primary schools.

10. SCiM should ensure there are proper checks and balances in place for the CMSS and LEIP

funds. The allocation process for the funds and the decision-making in the townships and villages must be transparent and adhered to at all times.

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Objective 3: Building partnerships and a framework for policy influence and change within the education sector in Myanmar

11. SCiM should make sure that women are more equally represented in the MCs, and hold positions of responsibility within the MCs. This could partly be achieved by amending the mandate of the MCs specifying a required gender balance in the committees and esuring that the required gender balance is adhered to. SCiM could consider introducing incentives to MCs with a gender balance in line with the requirements in the mandate.

12. SCiM should continue to work with and support the ECCD network group structure, at

both national and township level to ensure that they have adequate capacity to operate in line with the mandate and the four distinct roles of the groups 1) Capacity building; 2) Monitoring and oversight; 3) Source of funding; 4) Coordination mechanism. SCiM should conduct a Gap-analysis to ensure a data driven approach to assessing challenges and proposed solutions.

13. SCiM should collaborate with relevant stakeholders in ensuring that a rigorous system for

monitoring and evaluation is in place when the GoM commence expansion of a school based ECCD program. A Participatory action research (PAR) approach could be a constructive method of engaging with stakeholders and GoM to collect data and feed knowledge into the implementation process.

14. The SCiM system for quality improvement and monitoring of ECCD centers should be

amended to align with the new KG year and the changes this will imply.

15. SCiM has managed to turn the trend of the poorest women being least likely to attend parenting training. However the participation of men is still very low. SCiM should explore alternative ways of attracting and encouranging more men to participate in the parenting education trainings.

16. SCiM should ensure that the ECCD Management Committees consistently formalize work

agreements between the caregivers and the ECCD centers.