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All Children Reading - Asia: Early Childhood Education

USAID India/ Research and Evaluation for Action in Child Health (REACH). All Children Reading - Asia: Early Childhood Education. Considerations for Programming in Asia. Key Considerations for Effective ECE Programs?. Review of evidence on three ECE objectives Access Quality Sustainability

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All Children Reading - Asia: Early Childhood Education

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  1. USAID India/ Research and Evaluation for Action in Child Health (REACH) All Children Reading - Asia:Early Childhood Education Considerations for Programming in Asia Prepared by RTI International

  2. Key Considerations for Effective ECE Programs? Review of evidence on three ECE objectives • Access • Quality • Sustainability Analyzed along three dimensions • Policy • Systems and Practice • Governance RTI International

  3. COUNTRIES OF INTERESTUSAID Missions Implementing Education Programs • Bangladesh • Cambodia • India • Indonesia • Kyrgyz Republic • Lao PDR • Nepal • Philippines • Tajikistan • Vietnam RTI International

  4. METHODS & INCLUSION CRITERIA Interviews with USAID Mission staff to identify priorities Literature review sources: Google Scholar, Research Gate, ARNEC, Asia Pacific Education Review, USAID’s Development Experience Clearinghouse, Asian Development Bank & grey literature where available Inclusion criteria: two years before primary school, published post-2000 USAID INDONESIA/ PRIORITAS FOOTER GOES HERE

  5. ANALYTIC FRAMEWORK RTI International

  6. ACCESS AND EQUITY OF ACCESS Impressive gains overall in ECE access, in step with policies designating ECE as compulsory; still far from achieving universal access National averages mask significant internal disparities by wealth, geography and ethnicity Progressive efforts to mitigate equity disparities are underway, e.g. block grants (India) and conditional cash transfers (Philippines) Sources: Bangladesh MICS 2012–2013; Kazakhstan DHS 2012; Lao PDR MICS 2014; Nepal MICS 2014; Thailand MICS 2015–2016; Turkmenistan MICS 2015–2016; Vietnam MICS 2014. FOOTER GOES HERE

  7. QUALITY OF ECEConsidering policy, systems/practice and governance USAID NEPAL/ Health for life Assessments • Child direct measures • Teacher/caregiver reports • Environmental assessments Teacher Workforce • Country policies • Regional frameworks • In-service training & support Pedagogy • Guided play • Emergent literacy & numeracy • Language of instruction RTI International

  8. SUSTAINABILITY OF ECEFinancing and Governance Wide variation in degree of government versus nongovernment financing and provision • Utility of international benchmarks (e.g. UNICEF and ILO) limited by lack of data • High government financing can support high coverage (e.g. Vietnam), but not always (e.g. Kyrgyz Republic) • Low government financing can be buttressed by mobilizing other sources of funds (e.g. Nepal, Indonesia) • Block grants, conditional cash transfers, and community-based approaches offer promise to distribute resources in a progressive manner Governance through joint policies, committees and task forces enable inter-ministerial and government-NGO coordination for ECE • Functionality and effectiveness of coordination mechanisms vary • Provincial and district levels appear to be more difficult to maintain • Availability of quality data on financing sources and arrangements, access and quality of ECE remains a significant challenge USAID INDONESIA/ PRIORITAS RTI International

  9. ECE Quality (selected) • Early Learning Standards can serve as a foundation for curriculum and TPD • Measures of early learning environments in Asia context are needed • Balanced approach of teacher-directed instruction and guided play should be encouraged • Regional guidelines and frameworks offer basis to review and revise country ECE teacher policies ECE Sustainability • Predictable revenue streams, strengthened fiscal planning and improved multi-sector coordination will enhance sustainability CONSIDERATIONS FOR FUTURE PROGRAMMING ECE Access and Equity of Access • Stated commitments to universal access are within reach, but in some countries more progressive policies are needed to provide equitable service to underserved populations • Operational standards and regulations may need to be more flexible to encourage diversification of providers and innovative and cost-effective approaches USAID Nepal/ Health for Life USAID Cambodia – All Children Reading Cambodia

  10. More Information: Yasmin Sitabkhan, PhD ysitabkhan@rti.org Katherine M. King kmking@rti.org USAID Cambodia – All Children Reading Cambodia RTI International

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