TRANSITIONING From Home to ECCE Program, from ECCE Program/Home to Primary School

1. TRANSITIONINGFrom Home to ECCE Program, from ECCE Program/Home to Primary School A Desk Review of Asia Pacific Regional Network for Early Childhood, September 2012 Ms. Mahmuda Akhter Executive Director Institute of Child and Human Development (ICHD) Bangladesh 6th November, 2012

2. Concept of ECD and transition Significance and linkages of transition Highlighted Areas in the Report Effective noteworthy policies and Practices Transition Experience from Different Stakeholders Financial allocation in Education and Pre-primary activities Key Enabling Factors, Challenges and Possible Barriers Recommendations

3. Concept of Transition and its Significance and Linkages Transition is the process of change that is experienced when children and their families move from one setting to another. In terms of location, learning environment, caregivers/teachers, curriculum and individual development- It is multi-dimensional Highly variable in different contexts • Culturally influenced over time

4. Key Enabling Factors for Transition: Literature Review

5. Significant Stakes

6. Findings from the Desk Review • Build opportunities for family involvement in early childhood programs. • Build strong links and relationships between schools and early childhood services to ensure continuity of care and joint planning of transition support activities. • Build strong links between families and schools before, during and after transition. • Provide a variety of supports to help ease children’s transition to school. • Establish integrated service networks, linking early childhood programs with other general and specialize child and family services. • (Ref: Policy Brief No 10 2008: Rethinking School Readiness www.rch.org.au/ccch/policybriefs.cfm)

7. Practices in Asia-Pacific Region and other Prominent Countries

8. National Policies from Asia-Pacific that Promote Smooth transition

9. Increase in Gross Enrollment Ratios for Pre-Primary Education in Selected Countries

10. Impact of Smooth Transition

11. The average expenditure on preschool for children aged 3–6 is 0.49 percent of GDP, which includes expenditures from public and private sources. Evidence from OECD research studies (Starting Strong II) suggests a public investment of 1.0 percent of GDP is the minimum required to ensure provision of quality ECD services. Financial Allocation in ECD Services for Smooth Transition

12. Cont’d Source: Adapted from EFA GMR EFA Early Childhood Development (UNESCO 2006)

13. Cont’d Source: Adapted from OECD (2006) Starting Strong II; Table 5.4, Page 247

14. Challenges

15. Recommendation • Strong Political Will • A National Comprehensive Policy Framework for ECCD • Formation of transition planning teams in localities • Advocacy for budget allocation in transitional activities • Promote Local Level Initiative • Disseminate and promote the noteworthy policies and practices in ECD

16. Cont’d • Harmonization of the Curriculum • Strengthen bonds between families and schools • Parent’s Literacy and Lifelong Learning • Capacity enhancement of primary school teachers • Develop database

17. Three Messages for Policy Makers .

18. Thank You