Status on ECCE in South Asia Divya Lata At the South Asia ECCE Conference Delhi, India 27-29 August,...

Status on ECCE in South AsiaDivya LataAt the South Asia ECCE Conference Delhi, India27-29 August, 2012

Information/data Sources

ARNEC Country Profiles 2012 (UNESCO – UIS, UNICEF – SOWC)

ARNEC Mapping Survey 2012 (in collaboration with CECED)

Asia-Pacific End of Decade Notes for EFA, Goal 1 ECCE (2012)

Five Key Messages from ARNEC 1. The Early Years: Ensuring a Child’s Right from the

Start

2. ECCD Begins at Home: Caring for Children in a Nurturing And Stimulating Environment

3. Quality Early Childhood Matters: Making a Critical Investment for a Country’s Future

4. Inclusive ECCD For All: Valuing And Respecting the Unique Needs of Every Child

5. Integrated ECCD: Working Towards a Seamless Early Childhood System

A National Policy and Strategic Plan

Bangladesh Bhutan Sri Lanka India Nepal Pakistan

1. National Policy

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

YesIn

developmentYes

In development

Yes Yes

Does it address early learning in an integrated way?

Yes Yes Yes Yes No Yes

2. Strategic Plan

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

Yes / In

developmentYes

Yes / In

development

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

(ARNEC Mapping Survey, 2012)

Emerging ‘Velcros’

• Before three▫ Prenatal▫ Birth to three

▪ Community based centers▪ ELDS

• Special Needs• Ethnic minorities

• Time bound commitments

• Public-private-civil society partnerships• DATA

▫ birth registration

Birth registration and Births with skilled health professionals

Birth registration

(ARNEC Country Profile, 2012)

Do the national parenting programmes address early learning?



No Yes Yes Yes Yes Yes

U5MR and Mother’s Education (AP EDN, 2012)

Transition programmes in Early Childhood

• Transition programmes from a) pre-primary programme to primary school grade 1, b) home to centre based programmes, and/or c) home to primary school grade 1)

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

School


no Yes No. Yes No Yes


National Quality Standards & Monitoring Tools


Are there any national quality standards/framework laid down by the government?

Yes Yes Yes No Yes Yes

Is there any regulatory mechanism or system to monitor quality of teacher preparation institutions (pre-service)?

No Not yet Yes In Development No Not yet

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

No

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

No No No In Development


Types of Standards

Types of Standards Bangladesh Bhutan Sri Lanka India Nepal Pakistan

Early Learning Standards

Yes Yes YesProposed in

the draft document

Yes Yes

Programme/Service Standards

No Yes YesProposed in

the draft document

Yes Yes

Teacher/Caregiver Standards

In development

YesProposed in

the draft document

Yes

Curriculum Standards

Yes NoProposed in

the draft document

Yes Yes


Professional Development- Trained teachers in pre-primary education (UIS, 2009)

Country

Total Male Female Total Male Female

Afghanistan ... ... ... ... ... ...

Bangladesh ... ... ... ... ... ...

Bhutan 100 100 100 ... ... ...

India ... ... ... ... ... ...

Maldives 47 46 47 38 21 38

Nepal ... ... ... 73 75 72

Pakistan ... ... ... ... ... ...

Sri Lanka ... ... ... ... ... ...

Trained teachers (%)1

PRE-PRIMARY EDUCATIO N

School year ending in1999 2009

Initial training & continuous regular support for professional development

• Pre-service - 1 to 3 years or master’s degree (pre-school). Shorter training for community based programmes.

• In-service – greatly vary by country/types of the EC programmes (5 days ~ 1 year) with refresher training (monthly – Bangladesh)

• On-site support – Efforts seen to institutionalise the support system.

• Teacher educator training - Varies from country to country. Regularly on annual basis (Bangladesh)

‘Career Ladder’ Approach(ARNEC Mapping Survey, 2012)

Children under Five Suffering from Stunting by Region

42

32

48

22

14

34

0

10

20

30

40

50

60

Sub-Saharan Africa

Middle East and North Africa

South Asia East Asia and Pacific

Latin America and Caribbean

World

%

Source: WHO data cited in UNICEF, 2009

GER in pre-primary education, (UNESCO Institute for Statistics, 2009)

0.0

20

40

60

80

100

Male

Female

Language use in EC programmes

The use of language• The use of mother tongue is the policy (Nepal). In other

countries, mother tongue and/or home language encouraged, promoted, prioritised, implied, and emphasised.

• Gradual exposures to the national language (Bhutan)

Teaching the second language • Under discussions, Exposure to English, regional languages

and English (India); From age 5 (G1) all are introduced with the national language (Nepal)


Ministerial Responsibilities and Coordination

Ministry of Education

Ministry Child Development and Women

Affairs

Ministry of Health

Ministry of Social Welfare

Ministry of Social Justice

Ministry of Rural

Development

Ministry of Religious

Affi ars

Ministry of Labour

Minisry of Human

Resource Development

BangladeshPrimary and

Mass Education (5-

6)

Heath and Family

Welfare (<5)

Bhutan

Sri Lankaw Ministry of

Provincial Councils

IndiaHealth and

Family Welfare

NepalLocal

Development

PakistanDirectorate of

Education

Social Welfare and Women's Develppment

Responsible Ministry Associated Ministries


Some Issues

• Local Linkages▫ Provincial Plans ▫ Councils▫ ‘Model Village’

Ownership and Variability

• Children’s Trust Fund

• Database

Source: ARNEC Country Profile – GMR 2008

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

(ARNEC Country profile, 2011)

‘It is a rare public policy initiative that promotes fairness and social justice and at the same

time promotes productivity in the economy and in society at large. Investing in disadvantaged young

children is such a policy.’ James Heckman, Nobel Prize Winning Economist

Working together for Early Childhood!

An Investment with High Social and Economic Returns

Status on ECCE in South Asia Divya Lata At the South Asia ECCE Conference Delhi, India 27-29 August,...

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