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UNESCO Institute for Statistics Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi [email protected] www.uis.unesco.org South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond

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Page 1: UNESCO Institute for Statistics Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi s.sigdel@unesco.org

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Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives

Shailendra SigdelStatistical Advisor for South Asia

UNESCO Institute for Statistics UNESCO New Delhi

[email protected]

South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond

Page 2: UNESCO Institute for Statistics Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi s.sigdel@unesco.org

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Outline of the presentation

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• Data collection mechanism on ECCE to monitor EFA Goal 1

• Status of ECCE at global, regional and South and West Asia

• Issues and challenges of data collection on ECCE/ECD

• Way forward to develop ECCE/ECD monitoring mechanism

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Education for All Dakar Goals and Millennium Development Goals

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education- Objective 2

3. Promote gender equality and empower women- Objective 3

4. Reduce child mortality, and other health goals

1. Expand and improve comprehensive early childhood care and education

2. Universal primary education by 2015

3. Learning and life skills programmes for youth and adults

4. 50% increase in adult literacy rates by 2015

5. Gender parity by 2005 and gender equality by 2015

6. Improving quality of education

MDGsEFA Goals

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Why international statistics to monitor EFA goals?

Comparative data:

allows countries to learn from one another and to benchmark

provides the global picture

is used for international accountability

offers external view on your system

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Structure of International Standard Classification on Education (ISCED), 1997

The 7 LEVELS of education are:

ISCED 0 = Pre-primary

ISCED 1 = Primary

ISCED 2 = Lower secondary

ISCED 3 = Upper secondary

ISCED 4 = Post-secondary non-tertiary

ISCED 5 = First stage of tertiary education (not leading directly to an advanced research qualification)

ISCED 6 = Second stage of tertiary education (leading to an advanced research qualification)

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ISCED 0: UIS data collectionBoundary between education and child care

UIS collects data on the Education part of Early Childhood Care and Education

School- or Centre-based Not households or family settings

Age range Typically 3-6 years old Cannot be ISCED 0 if serving children aged two

years or less

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Adopted new ISCED 2011 guidelinesISCED 0: will be in two categories:

Early childhood educational development (for children 0-2 years)- New provision

Pre-primary education (targeted at children aged 3 and above) - equivalent to ISCED 0 in ISCED 1997.

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EFA Goal 1: Early childhood care and education (ECCE)- Global IndicatorsGross/Net Enrolment Rate

Enrolment by age, providers, sex

% of New Entrance in Grade 1 with ECD experience New Entrance by age, sex

Public Finance related indicators % of GDP/GNP % of total education expenditure % of expenditure per pupil as a percentage of GDP per

capita

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Primary vehicles of dissemination

UNDP Human Development Report

UNESCOEFA Global Monitoring Report

UNICEFState of the World’s Children

World BankWorld Development Indicators

UIS GED Global Education Digest

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Analytical framework- to ensure equity and quality

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Input Process Output Outcomes

What goes intothe system

What happens in the system What products

are made in the system

What immediateresults achieved

CONTEXT

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Entrance age of ECCE and compulsory education

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Year ECCE age groupsFree/Compulsory

educationAfghanistan 3-6 7-15

Bangladesh 3-5 6-10

Bhutan 4-56-11

(1 year Pre-primary included)

India 3-5 6-14

Iran (Islamic Republic of) 5-5 6-13

Maldives 3-5 6-12

Nepal 3-4 5-9

Pakistan 3-4 5-9

Sri Lanka 3-4 5-13

Source: UIS database and ISCED mapping of individual country

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Share of regions in ECCE enrolment, 2010

13

2%

7% 1%

27%

13%13%

29%

7% Arab States

Central and Eastern Europe

Central Asia

East Asia and the Pacific

Latin America and Car-ibbean

North America and Western Europe

South and West Asia

Sub Saharan Africa

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Progress in ECCE Increased pre-primary education enrolment

In 2010, 163 million children were enrolled in pre-primary education programmes, an increase of 46% since 1999, EFA baseline

Two regions have noted more than 100% increase in enrolment since 1999- South and West Asia and Sub Saharan Africa.

The largest increase is found in South and West Asia, with 125% increment. The enrolment has reached 48 million.

Source: UIS datacenter accessed in August, 2012

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ECCE enrolment trends by region and year (in%)

Source: UIS datacenter accessed in August, 2012

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ECCE Enrolment trends by South and West Asian countries and year (in %)

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Source: UIS datacenter accessed in August, 2012

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ECCE Gross Enrolment Rate (GER) by region and year

Source: UIS datacenter accessed in August, 2012

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ECCE Gross Enrolment Rate by SA and WA countries and year

Source: UIS database and National Estimate for Nepal for 2010, Pakistan 2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing

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Gender Parity Index (GPI) in ECCE GER

Source: UIS database and National Estimate for Nepal for 2010, Pakistan 2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing

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Providers :Public-Private mix

Region

Countries according to % of private pre-primary enrolment

Low (0% to 32%)

Medium(33% to 66%)

High(67% to 100%)

Sub-Saharan Africa 8 7 12

Arab States 3 4 13

Central Asia 8    

East Asia and the Pacific 8 5 6

South and West Asia 1 2 1

Latin America/Caribbean 19 8 12

North America/West. Europe 11 8 1

Central and Eastern Europe 18    

Total 76 34 45

Source: UNESCO GMR, 2007

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Educational expenditure in pre-primary as % of total educational expenditure, 2009 (=>10%) (Alphabetical order)

Andorra

Belarus

Chile

Czech Rep

ublic

France

Guatemala

Hungary

Israe

lLa

tvia

Maldive

s

Mongolia

Poland

Russian

Federa

tion

Slove

nia

Swed

en8

10

12

14

16

18

20

22

12.8

11.3

20.9

19.1

12.813.3

11.2 11.2 11.512.3

10.0

11.5

14.2

10.1

11.6

9.8

17.3

13.1

9.7 10.0

20.3

12.0

10.2

18.6

15.0

10.1 9.9

14.4

10.0

Source: UIS datacenter accessed in August, 2012

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

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Year Latest availableAfghanistan NABangladesh NegligibleBhutan NegligibleIndia NAIran (Islamic Republic of) 0.8Maldives 9.7Nepal 1.5Pakistan NASource: UIS datacenter accessed in August, 2012

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ECCE expenditure as % of total education expenditure, comparison of 1999-2009 by regions (country)

Arab States

Central and Eastern Europe

Central Asia

East Asia and the Pacific

Latin America and the Caribbean

North America and Western Europe

Sub-Saharan Africa

-10 -5 0 5 10 15

0

-3

-1

-3

-4

-6

-2

1

4

1

5

7

13

2

Decrease Increase Source: UIS datacenter accessed in August, 2012

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Percentage of Aid to Primary Education: ECCE- A low priority for Development Partners

Aid to ECCE as % of aid to primary education

0 5 10 15

J apan

EC

United Kingdom

Germany

France

Netherlands

Denmark

UNDP

Italy

Canada

Ireland

Belgium

Luxembourg

Portugal

Norway

New Zealand

UNICEF

Australia

Finland

Spain

Source: UNESCO GMR, 2007

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Issues and Challenges of monitoring EFA Goal 1

Low coverage of data including expenditure Not in structure of education, implementing as additional

programme – difficult to account expenditure No physical facilities data at international level Gray line between ECCE and ECCD- Ministry is responsible

for ECCE and ECCD, difficult to account only one part Uncoordinated interventions/monitoring at the national

level NGOs and private sector are playing substantial role and

not accounted financial contributions Difficult to map in ISCED – education oriented and other

than (health and protection) education oriented

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Way forward on ECD Monitoring Identifying common learning goals for ECD, primary

and secondary on Competency for Early Childhood with Brookings (Central for Universal Education)

Developing Holistic Early Childhood Development Index including education, health, nutrition and protection of children from zero to eight years of age

Launching Regional module for effective monitoring at regional level from 2014

Enhancing capacity on data collection, compiling and analysis for effective monitoring

Page 26: UNESCO Institute for Statistics Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi s.sigdel@unesco.org

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• 3 updates per year– May– October– December

UNESCO Institute for Statistics www.uis.unesco.org

Data Center for updated international data

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Shailendra [email protected]