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

1. Systems Approach for Better Education Results - Early Childhood Development (SABER-ECD) South AsiaRegionalConference on EarlyChildhood Care and Education Policies and Practices: Towards 2015 & Beyond August 27-29, 2012, HotelOberoi, New Delhi

2. Presentation Overview

3. Why did the World Bank launch SABER? 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.

4. SABER Policy Domains System-wide Quality Assurance Learning Standards Learning Assessments Information Management Financing Equity and Inclusion Low-income Countries Middle-income Countries OECD Countries Fragile and Conflict-Afflicted Countries Governance and Institutions Governance and Institutions Teachers ICT Learning for all Resources Service Delivery Sub-Systems Early Childhood Development Primary & Secondary Schooling Tertiary Education School Health Workforce Development

5. 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

6. Establishingan EnablingEnvironment Implementing Widely Monitoring and Assuring Quality SABER-ECD: Analytical framework PolicyGoals PolicyLevers Outcome • Legal Framework • Intersectoral Coordination • Finance Effective ECD policies All children have the opportunity to reach their full potential • Scope of Programs • Coverage • Equity • Data availability • Quality Standards • Compliance with Standards

8. Country level data collection and analysis process Total time per country = 10-12 weeks

9. How can SABER-ECD be helpful to countries? Three Examples: Policy Goal 1: Establishing an Enabling Environment Example: 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 Widely Example: Analyzing the scope of ECD interventions in Tanzania Policy Goal 3: Monitoring and Assuring Quality Example: Quality standards and enrollment rates in Uzbekistan

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

11. How do the preprimary school policies vary across South Asia?

12. How does preprimary school provision vary across East Africa?

13. Example for Policy Goal 2: How can stocktaking of interventions be useful in Tanzania Social and Child Protection National Program for Most Vulnerable Children Programs for children with special needs National Program for Care & Support of People Living with HIV Sector Health PMTCT & Pediatric AIDS Care & Treatment Immunizations National programs for anemia, iodine and Vitamin A deficiency Nutrition National Programs for maternal and child nutrition Public Preschools Education Parents/ Caregivers Pregnant Women Children 0-2 Children 3-4 Children 5-6 Target Beneficiaries

14. Assessing programs by institutional arrangements to identify level of coordination and gaps in Tanzania National Programs for Anemia, iodine deficiency, Vitamin A deficiency National Program for Care & Support of People Living with HIV Coordinated interventions across multiple sectors Coordinated interventions across multiple sectors PMTCT & Pediatric AIDS Care & Treatment National Program for Most Vulnerable Children Preschools Comprehensive National Programs for maternal and child nutrition Programs for children with special needs Immunization and Vaccine Development Multi-Sectoral Complexity of institutional arrangements Complexity of institutional arrangements Newborn and Child Health Program Sectoral Example: Chile Crece Contigo Example: School feeding Example: Cash transfers Focus Areas- Mechanisms Focus Areas- Mechanisms Multiple sectors, specific programs for targeted or universal populations Multiple sectors, specific programs for targeted or universal populations Comprehensive regular monitoring. Some universal services, with tailored interventions Comprehensive regular monitoring. Some universal services, with tailored interventions Single sector

15. Example for Policy Goal 3: Quality assurance mechanisms and enrollment rates in Uzbekistan • Systemto 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?

16. Qualified preschool teachers and regional enrollment rates are highly correlated

17. School infrastructure status and regional enrollment rates are also highly correlated

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

19. Comparing Policies with outcomes

20. Sample International Comparison Table Legend: Latent Emerging Established Advanced

21. 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.

22. For more information or to implement SABER-ECD • Contact DeepaSankar (dsankar@worldbank.org) • Contact Michelle Neuman (Task Team Leader at the World Bank for ECD at HelpdeskECD@worldbank.org)