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Role of Preschool Education on Later Learning: The Bangladesh Case

Role of Preschool Education on Later Learning: The Bangladesh Case. Samir Ranjan Nath Programme Head, Educational Research Unit, BRAC International ECCD Conference, 5–7 November 2012 The Sultan Hotel, Jakarta, Indonesia. Preschool education in Bangladesh.

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Role of Preschool Education on Later Learning: The Bangladesh Case

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  1. Role of Preschool Education on Later Learning:The Bangladesh Case Samir Ranjan Nath Programme Head, Educational Research Unit, BRAC International ECCD Conference, 5–7 November 2012 The Sultan Hotel, Jakarta, Indonesia

  2. Preschool education in Bangladesh • Preschool education is not compulsory but primary education is [for aged 6–10 years] • Preschool providers include • Formal schools where primary education is provided • Kindergartens and English medium schools • BRAC and other NGOs • Uses different curriculum with various duration • Mostly one year called ‘pre-primary’ • May vary from 1–4 years: PG, Nursery, KG I, KG II • Low enrolment rate; biased to well-off families

  3. Objective • Whether participation in preschool education in Bangladesh makes any difference to the learning achievement of the pupils at the end of primary education

  4. Methodology • Secondary analysis of Education Watch 2008 data • A paper-pencil test based on 27 terminal competencies adopted by NCTB • Primary school survey containing information on schools and teachers • Household survey for pupils socioeconomic background information which also included whether the pupils received preschool education at their early age

  5. The sample • Six of the ten types of primary schools • Government primary school, Non-government primary school, Non-formal primary school, Ebtedayee madrasa, Primary attached high schools, Ebtedayee attached high madrasas • Intended to take test of 7200 pupils, who completed primary education in 2008, from 360 schools • Final sample included 7093 pupils from 440 schools

  6. The test instrument • Developed in 2000 for Education Watch • Included 27 national competencies focusing on five assessment areas, viz., Bangla, English, mathematics, social studies, general science and religious studies • Duration of test was 2h 10m with two intervals of 10m each • Internally and externally valid • The test as a whole, as well as by school type, was more than 90% reliable

  7. Fieldwork • Trained research assistants collected all data • 20 teams worked, each contained two • Tests were taken in group in the classrooms • Head teachers provided information on schools and teachers in their offices; one or two teachers assisted each of them • Parents were interviewed for background information visiting them at homes

  8. Percentage of pupils participated in preschool education • Total: 15.3% with no gender difference • Urban: 21.8%, Rural: 13.5% • Urban-rural difference in non-government, high school and high madrasa

  9. Mean number of competencies achieved by the pupils • On average, the pupils achieved 18.7 of the 27 competencies under test • Boys did better than the girls • Urban pupils did better than their rural counterparts

  10. Preschool impact: bivariate analysis • Overall, p < 0.001 • By gender • Boys, p < 0.05 • Girls, p < 0.001 • By area • Rural, ns • Urban, p < 0.001

  11. Bivariate analysis by school type • Preschool participants of government school (p<0.05), high school (p<0.001) and high madrasa (p<0.01) did better in the test than the non-participants. No significant difference in non-government, non-formal and ebtedayee madrasa.

  12. Multivariate analysis • Eight regression models were built • All data together • Six separate models for six types of schools • Combined model for five types together • Dependent variable: Number of competencies achieved • 21 independent variables • Socioeconomic background (8) • Primary school-related factors (7) • Additional educational inputs (5) • Preschool participation (1)

  13. Results • Preschool participation had no impact on the primary school learning achievement of the pupils of five types of schools • Impact was only evident among the pupils of primary attached high schools • Overall, fathers education and receipt of private tuition were two important predictors of primary school learning achievement

  14. Limitations • Besides the socioeconomic background, explanatory variables mostly represent primary education not preschool. Variations in quality of preschool education may explain the issue better. • It was not possible to identify whether the impact was attributed to preschool or particular type of primary school • The study was highly quantitative. No insight into the views and experiences of the teachers, parents or pupils included.

  15. Thank You • Finally • There may be questions about curriculum, teachers quality and their preparation, overall environment at home and in school, school facilities and teaching-learning provisions in preschools [which needs to be improved] • A longitudinal study with a number of preschool variables along with a baseline of students achievement might explain the impact better.

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