Riga 2011 Presentation Early Start
Transcript of Riga 2011 Presentation Early Start
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ECCE:An Early Start at Inclusive Development
Mmantsetsa Marope (PhD)
Director: Division of Basic Education
UNESCO
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Skills, Knowledge, Technology, and Growth
Knowledge, skills, technology and the interaction thereofhave progressively becomekey drivers of growth
Knowledge, skills and technology application extends therange and value of products from primary resources
Value-added productivity improves profitability, investmentclimate, FDI inflows and associated benefits
Knowledge and technology is what sells around the world
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OECD manufacturing trade by technology intensity
Index 1997 = 100OECD Science, Technology and Industry Scoreboard 2009
High-technology, 23%
Medium-high-
technology, 39%
Medium-low -
technology accounted
for 20% of total
manufacturing trade in
2007
Low-technology, 18%
Total manufacturing
90
100
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150160
170
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1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
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Human Capital and Growth
Knowledge, skills and technology are carried by human
capital
Human capital is critical for value-added productivity; whichis a key determinant of sustainable growth
Human capital also supports and sustains social, political,human development
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Human Capital: Not a silver bullet but by improving
productivity, supporting jobs/work, attracting investments,
fostering innovation and increasing flexibility, is a critical
lever of growth
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ECCE and Development
ECCE is a critical entry point to inclusive human capitaldevelopment
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ECCE: Holistic Human Capital DevelopmentWhat is Early Childhood Care and Education (ECCE)? Coverage: Children 0-8 years of age Ultimate goal: Holistic development of children A comprehensive set of advocacy, policies, strategies,
programs
ECCE comprises most elements of human capitaldevelopment
Health (pre-and ante-natal care, immunization, water, sanitation. environment, . .. )
Nutrition
Education/early stimulation (parental education and support, care givers ,, ,)
Protection (legal, social and emotional)
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Development is often not inclusive Partly because human capital development in not always inclusive
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Real Growth Rate (1992-2005) and GINI Index (2005, 2006, 2007 or 2008)OECD Factbook (2007) and CIA World Factbook www.cia.gov
0
2
4
6
8
10
12
Japan
Switzerland
GermanyItaly
France
Belgium
Portugal
Austria
Denmark
Netherlands
Sweden
CzechRepublicBrazil
UnitedKingdom
Mexico
SouthAfricaSpain
Norway
Greece
UnitedStates
Finland
Canada
Hungary
NewZealand
Australia
Iceland
Russian
Federation
Turkey
Luxembourg
SlovakRepublic
Poland
KoreaIndia
Ireland
China
RealGrowthRate(%)
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
GINIIndex
Real growth rate
GINI Index
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Real Groth Rate (1992-2005) and Human Development Index Value (2007)OECD Factbook, 2007, and UNDP Human Development Report, 2009
0
2
4
6
8
10
12
Japan
Switzerland
GermanyItaly
France
Belgium
Portugal
Austria
Denmark
Netherlands
Sweden
CzechRepublic
Brazil
UnitedKingdom
Mexico
SouthAfricaSpain
Norway
Greece
UnitedStates
Finland
Canada
Hungary
NewZealand
Australia
Iceland
Russian
Federation
Turkey
Luxembourg
SlovakRepublic
Poland
KoreaIndia
Ireland
China
Realgrowthrate,1992-2005(%)
0
0.2
0.4
0.6
0.8
1
1.2
Humandevelopmentin
dexvalue
Real growth rate (1992-2005)
HDI value (2007)
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HDI Ranking against Education Index (2007)Human Development Report, UNDP, 2009
0.403
0.3610.685
0.539
0.5740.574
0.9180.906
0.8340.916
0.828
0.8860.93
0.961
0.9690.993
0.9490.989
0 0.2 0.4 0.6 0.8 1 1.2Sier
raLeon
e(180)Gui
nea(17
0)Malawi
(160)Sud
an(150)Yemen
(140)Mor
occo(1
30)Kyr
gyzstan
(120)
Turkme
nistan(
109)
Jamaica
(100)Geo
rgia(89
)Turkey
(79)Albania(70)
Bulgai
ra(61)Lat
via(48)Slov
enia(29
)New
Zealand
(20)Jap
an(10)No
rway(1
)
HDIRanking
Education Index
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Human Capital Development is Often Non-Inclusive By
Poverty
Location (rural, urban slums)
Minority status (social, cultural, ethnic, religious linguistic,.)
Second but dominant languageRace
Special needs..
As an entry point, ECCE is often non-inclusive by the samefactors
Non-Inclusive ECCE leads to multiple exclusion Directly linked to specific benefits of ECCE Indirectly linked to the long-term development impact of ECCE
(mapped above)
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Benefits of ECCE Risked by Non-Inclusion
Early brain development: the highest rates of return to investmentin human capital(Heckman & Carneiro, 2003) Early brain development and potential to learn
Improved cognitive development and school achievement(Jamaica'sFirst Home Visiting Program, Turkeys Early Enrichment Project, USA High/Scope Perry study,
and NC Abeccedarian study, 2003)
Higher school enrollment and better readiness to learn(ColombiaPromesa project)
Higher enrolment for girls specifically (Nepal, Arnold, 2003)
Better school readiness, attendance, learning, internal efficiency
(Colombias and Argentinas ECD programs, India's Dalmau programReduces drop out rates especially for disadvantaged learners(Indias Haryana Project, (Chaturvedi et. al, 1987, Jamaica, Grantham-McGregor et al 1991).,
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Benefits of ECCE Risked by Non-Inclusion
Improved resource efficiency of the education system and returns
to society(USA High/Scope Perry Preschool Project est. US$ 7.16 saved per US$ (Young,2007). Jacoby-King study of Philippines estimated US$3 per US$ spent in Glewwe, 2001)
Creates fiscal space for expansion of access and quality improvement
Higher earnings and real redistributive effects (High/Scope Perry study andNC Abecedarian study, 2003)
Reduced chances of social delinquency, crime, being arrested
Positive effect on female labor force participation and older
siblings schooling(Kenya, (Lokshin, et. al. 2000). Likely higher earnings formothers (NC Abecedarian study, 2003), More work hours and earnings forsingle mothers (Zurich, (Mller and Kucera-Bauer, 2001)
Improved delivery of nutrition and health services(India integrated childdevelopment service programs)
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Risk of Non-Inclusive ECCE to Global Frameworks
ECCE as a key factor for achieving MDGs particularly: MDG 1 (end poverty and hunger) breaking the cycle of
intergenerational poverty and disadvantage MDG 2 (universal primary education) enhancing participation,
performance and internal efficiency in primary education MDG 3 (gender equality) facilitating mothers to work and
encouraging girl child to have equal start in education
MDG 4 (child health) providing adequate health attention andservices to young children MDG 5 (maternal health) providing adequate health attention and
services to mothers in pre-natal and post-natal stage
ECCE is an EFA Goal in and of itself
ECCE is a matter of everychilds right
ECCE enables an early start at inclusive development
Invest now in inclusive, high quality and development relevantECCE
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Despite the mounting evidence onindividual and collective benefits, anddespite governments proclamations of
commitment to inclusive development, and
despite governments signing of the CRC,despite governments singning of the
CRPD, ECCE services remain:
inequitable
Inadequate by factors of inequality
By structural poverty
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Preschool coverage is negatively associated with countries poverty indexP. Engels et al. (2007) Child development in developing countries 3. InLancet Vol 369 January 20
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REGIONS Maternal mortality
per
100.000 (08)
% of pregnant
receiving care (07)
Infant mortality per
100.000
% births assisted by
skilled staff
% malnourished
Low income 780 67 80 42 27
MICs 260 86 35 74 13
LMICS 300 84 38 69 4
UMICS 97 .. 21 95 6
HICs 440 81 51 62 16
EA 150 90 22 87 11
ECA 44 .. 21 95 6
LAC 130 95 22 89 9
MENA 200 76 32 80 7
SA 800 69 59 41 22
SSA 900 72 89 45 29
High-income 10 .. 6 99 5
Euro Area 5 .. 4 .. 5
The state of Children Remains Unsatisfactory
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The state of Children Remains UnsatisfactoryREGIONS % Low
birth
weight
% of
malnourished
under 5
Under 5
Mortality
Per 1000
% underweight
under 5
% stunting
under 5
Pre-
primary
GGR
Low income 15 28 126 28 45 22
MICs 15 22 45 22 32 44
LMICS 16 25 50 25 35 39
UMICS 8 .. 24 .. .. 68
HICs 15 24 74 24 36 37
EA 6 13 27 13 26 42
ECA 6 .. 23 .. .. 52
LAC 9 4 26 4 16 65
MENA 12 .. 38 .. .. 33
SA 27 41 78 41 47 36
SSA 14 27 146 27 44 14
High-income .. .. 7 .. .. 78
Euro Area .. .. 4 .. .. 106
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Countries with at least one formal program for children under 3 in 2005 (%),
EFA Global Monitoring Report (UNESCO, 2006)
Under-3s Programs Are Particularly Limited
Only 35% of Arab States have programs addressing health, nutrition, care andeducation for under 3s: a critical period in the childs life
0% 50% 100%
World
Arab States
Central/East. Europe
Sub-Saharan Africa
East Asia/Pacific
South/West Asia
L. America/Carib.
Central Asia
N. America/W. Europe
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Pre-primary Gross Enrolment Rates, 1999 and 2007EFA Global Monitoring Report (UNESCO, 2010)
3327
73
45
1015
19
40
21
56
75
50
41
36
80
63
1519
28
47
36
65
82
64
0
10
20
30
40
50
60
70
80
90
World
Developingcountries
Deveopedcountries
Countriesintransition
Sub-saharanAfrica
ArabStates
CentralAsia
EastAsiaandthePacific
SouthandWestAsia
LatinAmericaandtheCaribbean
NorthAmericaandWesternEurope
CentralandEasternEurope
Percentage(%)
1997
2007
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Access Remains Inequitable
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Inequity ofAccess . Inequity of
Learning Outcomes
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Urban-rural attendance disparities at age 3 and 4 in ECCE, in EFA Global Monitoring Report: Strong Foundations: ECCE (2006)
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Investment in ECCE remains very low at best
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Donors Often Forget ECCE!
Aid to ECCE as
% of aid to primary education
0 5 10 15
Japan
EC
United Kingdom
Germany
France
Netherlands
Denmark
UNDP
Italy
Canada
Ireland
Belgium
Luxembourg
Portugal
Norway
New Zealand
UNICEF
Australia
Finland
Spain
Almost all donors allocate to
pre-primary
less than 10% of what they give to primary
Bilateral donors give priority to centre-
based programs for children from age 3
Source: EFA Global Monitoring Report (UNESCO, 2006)
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UNESCOs Current Thrust on ECCE
Heighten global advocacy for inclusive, quality anddevelopment-responsive ECCE
Support government efforts at balanced sector developmentand investment including ECC
Strengthen sub-sector knowledge and information systemsincluding the mainstreaming of ECCE in EMIS
Strengthen policy, institutional, legal, strategic andfinancing frameworks for ECCE
Strengthen and scale up promising programs
Strengthen the monitoring of the quality, relevance andinclusiveness of ECCE
Strengthen M&E and IEs for ECCE
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Thank You!
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