South Asia Regional Conference on Early Childhood Care and EducationPolicies and Practices: Towards 2015 & Beyond

August 27-29, 2012, Hotel Oberoi, New Delhi

Systems Approach for Better Education Results - Early Childhood Development (SABER-ECD)

Presentation Overview

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•SABER-ECD sample analysis from countries

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•The Systems Approach for Better Education Results (SABER)

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•What is SABER-ECD and how could it be useful?

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•Next steps for implementing SABER-ECD

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ECD features prominently within the new Education Strategy 2020, Learning for All through three pillars:

Invest Early, Invest Smartly Invest for All

Systems Approach for Better Education Results (SABER) is designed to help countries: Fill data gaps related to education policies Make choices based on better evidence and analysis Obtain better educational results.

Why did the World Bank launch SABER? 3

SABER Policy Domains

Learning for all

Low-income CountriesMiddle-income CountriesOECD CountriesFragile and Conflict-Afflicted Countries

TeachersICT Resources

Governanceand

Institutions

Service DeliverySub-Systems

System-wide Quality AssuranceLearning Standards

Learning AssessmentsInformation Management

FinancingEquity and Inclusion

Early Childhood DevelopmentPrimary & Secondary Schooling

Tertiary EducationSchool Health

Workforce Development

Governanceand

Institutions

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SABER- ECD: Overview

SABER-ECD collects, analyzes, and disseminates comparable international data on national and sub-national ECD systems:

ECD programs - specific interventions that may vary according to primary objective, coverage, etc.

ECD policies - regulatory framework and institutional arrangements for service delivery at the national or sub-national level.

Utility of SABER- ECD: Identify policy options to improve ECD International comparisons to generate options and

inform policy decisions

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All children have the opportunity

to reach their full potential

Policy Goals

Legal Framework Intersectoral Coordination Finance

Establishing an Enabling

Environment

Scope of Programs Coverage Equity

Implementing Widely

Data availability Quality Standards Compliance with

Standards

Monitoring and Assuring Quality

Policy Levers Outcome

Effec

tive

ECD

pol

icie

s

SABER-ECD: Analytical framework

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7

ECD Policy Goal Level of Development

Latent =¡¡¡ Emerging ==¡¡ Established ==¡¡ Advanced ====

Establishing an Enabling Environment

Legal framework non-existent, ad-hoc financing, few institutions, low sectoral and inter-institutional coordination.

Minimal legal framework, few programs with sustained financing, low inter-institutional coordination, higher sectoral coordination.

ECD regulations in some sectors, many programs with sustained financing, functioning intra- and inter-institutional coordination.

Developed legal framework for ECD, sustained financing for attaining ECD goals, robust inter-institutional coordination.

Implementing Widely

Low coverage levels, pilot programs established in some sectors, high inequality in access and outcomes.

Coverage expanding but gaps remain, programs established in a few sectors, inequality in access and outcomes.

Near-universal coverage in some sectors, established programs in most sectors (health and nutrition, education, social protection), low inequality in access.

Universal coverage, with comprehensive strategies across sectors; integrated services for all children, some universally provided, some tailored to young children's unique needs.

Monitoring and Assuring Quality

Limited standards exist for provision of ECD services; only minimal measures of infant & child mortality reported.

Standards for ECD services exist in some sectors, no system to monitor compliance, increased information on ECD outcomes at the national level.

Standards for ECD services exist for most sectors; system in place to regularly monitor compliance; information on ECD outcomes at national, regional and local levels.

Standards exist for ECD services in all sectors; system in place to regularly monitor and enforce compliance; information on outcomes at national, regional, local and individual levels.

1. Stocktake

• Engage stakeholders in all relevant sectors

• Use instruments with a multi-sectoral focus

• Take stock of:• major ECD programs• ECD policies

2. Analyze

• Use Program Typology to classify ECD programs

• Use Rubric to classify ECD policies

• International benchmarking

3. Identify Options

• Identify country-specific policy options to strengthen ECD

• Informed by international comparisons

• Produce Country Report and Presentation

Country level data collection and analysis process

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Total time per country = 10-12 weeks

How can SABER-ECD be helpful to countries?

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Three Examples:

Policy Goal 1: Establishing an Enabling EnvironmentExample: What are the key components of the legal framework for ECD?

Comparing pre-primary provision in South Asia and East Africa

Policy Goal 2: Implementing WidelyExample: Analyzing the scope of ECD interventions in Tanzania

Policy Goal 3: Monitoring and Assuring QualityExample: Quality standards and enrollment rates in Uzbekistan

Example for Policy Goal 1: Key Components of the Legal Framework

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Key Components of the Legal Framework to Promote ECD in a Country Appropriate dietary consumption by pregnant women and young children

Breastfeeding promotion, salt iodization, iron fortificationEarly learning opportunities for young children

Free preprimary school of at least two yearsHealthcare for pregnant women and young children

Childhood immunizations, well-child visits, standard health screenings for pregnant women, skilled attendants at delivery

Protection of pregnant women and opportunities for parents/caregivers to care for infants

Guaranteed paid parental leave of adequate at least six months, job protection and breastfeeding breaks for new mothers

Policies to protect young childrenSpecific provisions in judicial system, for young children, training for law enforcement officers, services for orphans and vulnerable children, tracking of child abuse (especially for young children), policies to protect rights of children with special needs and promote their participation and access to ECD services, mandated birth registration

How do the preprimary school policies vary across South Asia?

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Bangladesh Nepal Pakistan Sri Lanka

Pre-primary School Policy

Voluntary (no free public

provision)

Voluntary2 years free (coverage

expanding)

Voluntary (no free public

provision)

Kindergarten publicly

provided free of charge

How does preprimary school provision vary across East Africa?

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Summary of key features of preprimary school provision in East Africa

 Tanzania (2010)

Ethiopia (2010)

Kenya (2009)

Uganda (2010)

Age of preprimary entry5 years

old4 years

old3 years

old3 years

old

Duration of preprimary 2 years 3 years 3 years 3 years

Gross enrollment rate 33% 5% 52% 14%

Net enrollment rate 33% 4% 29% 14%

Percentage of private enrollment

5% 95% 38% 100%

National Programs for maternal and child nutrition

National programs for anemia, iodine and Vitamin A deficiency

PMTCT & Pediatric AIDS Care & Treatment

Public Preschools

Immunizations

Programs for children with special needs

National Program for Care & Support of People Living with HIV

National Program for Most Vulnerable Children

Children 0-2

Pregnant Women

Health

Nutrition

Education

Social and Child

Protection

Children 3-4

Children 5-6

Parents/Caregivers

Example for Policy Goal 2: How can stocktaking of interventions be useful in Tanzania

Target Beneficiaries

Sect

or

Multiple sectors, specific programs for targeted or

universal populations

Comprehensive regular monitoring. Some universal

services, with tailored interventions

Focus Areas- Mechanisms

Coordinated interventions across

multiple sectors

Com

plex

ity o

f ins

tituti

onal

arr

ange

men

ts

Single sectorMultiple sectors, specific programs for targeted or

universal populations

Comprehensive regular monitoring. Some universal

services, with tailored interventions

Focus Areas- Mechanisms

Coordinated interventions across

multiple sectors

Com

plex

ity o

f ins

tituti

onal

arr

ange

men

ts

Newborn and Child Health Program

Example: Cash transfers

Sectoral

Multi-Sectoral

Comprehensive

National Programs for maternal and

child nutrition

National Programs for Anemia, iodine

deficiency, Vitamin A deficiency

PMTCT & Pediatric AIDS Care & Treatment

Preschools

Immunization and Vaccine Development

Programs for children with special needs

National Program for Care & Support of

People Living with HIV

National Program for Most Vulnerable

Children

Example: Chile Crece Contigo

Example: School feeding

Assessing programs by institutional arrangements to identify level of coordination and gaps in Tanzania

Example for Policy Goal 3: Quality assurance mechanisms and enrollment rates in Uzbekistan

System to monitor detailed child development standards in place Children’s progress tracked weekly/monthly and

reported to the regional and central government quarterly and semi-annually.

Analysis of enrollment trends reveals: Enrollment rates are not related to children’s developmental progress.

Implication: state-identified development standards do not signal value or quality to parents – but what does?

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0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.00%

5%

10%

15%

20%

25%

30%

35%

40%

K. pakstan (U)

Andijan (U)

Syrdarya (U)

Tashkent City

K. pakstan (R)

Andijan (R)

Syrdarya (R)R² = 0.413947014500906

Enrolment Rate for 3-6 Year olds

Qualified preschool teachers and regional enrollment rates are highly correlated

School infrastructure status and regional enrollment rates are also highly correlated

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.00%

20%

40%

60%

80%

100%

120%

K. pakstan (U)

Andijan (U)% Syrdarya (U)

Tashkent City

K.pakstan (R) Andijan (R)Syrdarya (R)

R² = 0.431261620986854

% of Fully Equipped Public Pre-Schools (as a share of all public pre-schools)

Enrolment Rate for 3-6 Year olds

What does affect parents’ decision to enroll children in preschool in Uzbekistan?

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•Quality of teaching (and perceived quality)

• Physical status and quality and appearance of facilities

Policy planning implications: • Targeting resources to teacher training could impact

enrollment• Repairing buildings and improving infrastructure and

materials for early childhood care and education might impact enrollment

• Incentives for highly-qualified teachers to teach in areas with lower enrollment rates might help.

Comparing Policies with outcomes19

Comparing Nutrition Policies with Outcomes in  South Asia

Bangladesh Nepal India Pakistan Sri Lanka

Salt Iodization

Salt Iodization Policy Mandatory

Voluntary since 1998; Mandatory since 2011

Mandatory since 2006

No national

laws

Mandatory since 1995

Population Consuming Iodized Salt

84% 63% 51% 17% 92%

Appropriate Infant Feeding and Breastfeeding Promotion

Compliance with Code of Marketing of Breast Milk Substitute

Many provisions but not law

Law LawMany

provisions but not law

Law

Infants Exclusively Breastfed Below Six Months

43% 53% 46% 37% 76%

Sample International Comparison Table

Legend: Latent Emerging Established Advanced

20ECD Policy

Goal Policy Lever

Level of Development

Armenia Australia Chile Nepal Sweden Turkey Uzbekistan

Establishing an Enabling

Environment

Legal Framework lllm llll lllm llmm llll lllm lllm

Coordination llmm llll lllm llll llll llmm llmm

Financing llmm llll lllm llmm llll llmm llmm

Implementing Widely

Scope of Programs lllm lllm llll llmm llll lllm llmm

Coverage llmm llll lllm llmm llll llmm lllm

Equity llmm lllm llmm lmmm llll llmm llmm

Monitoring and Assuring

Quality

ECD Information llmm lllm lllm llmm llll llmm llmm

Quality Standards lllm lllm llmm llmm llll lllm llmm

Compliance with Standards llmm lllm llmm llmm llll llmm llmm

SABER-ECD around the world

Participation is expected from most World Bank client countries. Data collection completed in:

Sub-Saharan Africa (Ethiopia, Kenya, Mali, Liberia, Sierra Leone, Tanzania, Uganda)

South Asia (Nepal, Pakistan) Eastern Europe/Central Asia (Armenia, Kyrgyzstan, Russia, Tajikistan,

Turkey, Uzbekistan) Data collection ongoing in:

Sub-Saharan Africa (30 countries total) East Asia and the Pacific (Samoa, Tonga, Vanuatu)

Data collection planned in: Latin America and the Caribbean Middle East and North Africa

Planned outputs include: country reports, regional reports, and a web-based portal to disseminate information.

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For more information or to implement SABER-ECD

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Contact Deepa Sankar (dsankar@worldbank.org) Contact Michelle Neuman (Task Team Leader at

the World Bank for ECD at HelpdeskECD@worldbank.org)