ecce and attention to transition – the route to equality is everybody ready?
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ECCE and Attention to Transition – the Route to Equality Is Everybody Ready?. Caroline Arnold Aga Khan Foundation South Asian Regional Conference August 27 – 29, 2012 Early Childhood Care and Education Policies and Practices: Towards 2015 and Beyond. - PowerPoint PPT PresentationTRANSCRIPT
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ECCE and Attention to Transition– the Route to Equality
Is Everybody Ready?
Caroline Arnold Aga Khan Foundation
South Asian Regional ConferenceAugust 27 – 29, 2012
Early Childhood Care and Education Policies and Practices: Towards 2015 and Beyond
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ECD: Significant and sustained benefits
Key to addressing deep-rooted patterns of discrimination and
exclusion
Most dramatic gains for disadvantaged
Studies – India, Nepal, Bangladesh, Pakistan, Turkey,Egypt, Jamaica,
Guinea, South Africa, US, UK, Peru
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Nepal
ECD 84%Non-ECD 42%
Double
Results most dramatic for dalit children and girls
Promotion from Grade 1 to 2
Initial Enrollment into Grade 1
ECD > 95%
All children 75% (district)
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India
National level ICDS evaluation (25 states)
ECD 89%No ECD 68%
Chaturvedi Study
No impact on drop-out for high caste children but 46% reduction for lowest castes
Retention rate in primary
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Gender Equity
• Brazil
Girls from low-income families who attend preschool
2 X as likely to reach Grade 5
3 X as likely to reach Grade 8
• Nepal: Boy/ Girl ratios
Grade 1: ECCE Non-ECCE 50/50 61/39
Grade 2: ECCE Non-ECCE 54/46 66/34
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English Urdu Math0%
50%
100%
65% 68%
80%
50%55%
68%
Project
Non-Project
Key Findings
Learning Achievement Test scores, Class 1
Pakistan RCC(Transition Project)
Benefits most pronounced for girls and government schools serving the most disadvantaged
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05-134
GDP & Grade 3 Language Scores
Country
Chile
Mexico
Colombia
Brazil
Cuba
GDP $
9.930
6.769
6.347
5.928
3.100
Language Score
351
247
242
240
236UNESCO 1998
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BUT
Early Childhood Care and Education AND
Early Primary
iswhen
Education Systems fail children (especially marginalized children)
the worst
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Lack of ECCE Access
• Sub- Saharan Africa : 86% - NO access
• South & West Asia : 58% - NO access
For the vast majority of disadvantaged children transition is still from home to school
Failureto
provide adequate financial resources(national governments and international donors)
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Disparities within countries
• Globally - failure to reach most disadvantaged (social, economic, geography, parental ed.) EFA Goal 1
• Syria, Mongolia, Kyrgyzstan:
Children from wealthiest 20% > 5 X as likely to attend pre-school as those from poorest 20%
• BangladeshWealthiest 20% >2X as to have learning opportunities at
home
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Have we done enough to make sure policy-makers understand the connection between
EFA’s 1st goal and the attainment of other EFA goals and MDGs?
• Access and Completion of basic education (goal 2)
• Gender Equity (goal 5)
• Quality (goal 6)
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Attention Increasing – but slowly
• More data, better analysis
• Evidence of benefits of ECCE
• Devastating consequences of combination of i)lack of supports for early childhood ii)lack of attention to early primary
Children not ready for Schools and
Schools not ready for Children
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Limited Progress towards EFA goals
• Massive increases in initial enrolments BUT– Inadequate increases in completion in too
many places – Poor learning achievement (ASER)
Where are Efforts breaking down?
Right at the beginning
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SCHOOLThe Crisis in Grade 1 Grade 1 DROP-OUT*
Pakistan 16% India 15% (>3 X Grade 4 drop-out)
Grade 1 REPETITION Nepal 30% Bihar,India 16% (MIS,SSA)
* Source: EFA GMR /11
Even if stay in school….millions become set in persistent patterns of under-achievement Early primary years - Key to systemic failures in education
COSTLY IN BOTH HUMAN AND FINANCIAL TERMS
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3 Questions and Challenges:
1) Why do ECCE professionals and policy-makers ignore the 6-8 year-olds when ECCE is defined as covering 0-8?
2) Why are large scale education reform efforts not giving focused attention to early primary?
3) How can we conceptualize and implement work so that ECCE and early primary part of a whole?
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Increase resources for and ensure access to ECCE programmes
– ECCE for all and ESPECIALLY the marginalized.
Target– Flexible approaches that enable reach to remote
areas and excluded groups– Minimum targets for ECCE budgets (well-
balanced systems invest about 10% of education budget in ECCE)
– Quality– Links between ECD and primary
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Increase resources for early primary as critical to education reform addressing the equity and
learning crisis
– Invest the best in early primary (opposite of present)
• Experienced, capable teachers in lower primary; improved knowledge, skills and status
– Focused attention to lower primary in training– Welcoming, appreciative, inclusive, safe, healthy
environment for children and parents – Focus on LEARNING – esp. language & literacy –
systematic teaching of reading – Mother tongue - transition into additional language/s– Learning materials in children’s hands
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GENERATE AND USE EVIDENCE TO MOBILIZE POLITICAL AND POPULAR SUPPORT
• Data demonstrating solid results from ECD and early primary work vital – Building commitment – Influencing Policy – Mobilizing Resources
• Decision-makers need local evidence – Impact on education indicators– Fit with priorities and commitments of target group
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GENERATE AND USE LOCAL EVIDENCE
Afghan Badakshan:
2005: half as many girls in Grd.6 as in Grd.1ECCE & Focussed attention to early primary introduced 2011: 17% fewer girls in Grd.6 as in Grd.1
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Attention to ECCE
includingearly primary
Key to
Countering discrimination and Ensuring a good start
forALL CHILDREN
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Thank you
Aga Khan Development Network www.akdn.org