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Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives

Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives. South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond. Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics

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Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives

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  1. Issues and Challenges of Monitoring EFA Goal on ECCE: International Perspectives South Asian Regional Conference on Early Childhood Care and Education (ECCE) Policies and Practices: Towards 2015 and Beyond Shailendra Sigdel Statistical Advisor for South Asia UNESCO Institute for Statistics UNESCO New Delhi s.sigdel@unesco.org www.uis.unesco.org

  2. Outline of the presentation • Data collection mechanism on ECCE to monitor EFA Goal 1 • Status of ECCE at global, regional and South and West Asia • Issues and challenges of data collection on ECCE/ECD • Way forward to develop ECCE/ECD monitoring mechanism

  3. Education for All Dakar Goals and Millennium Development Goals EFA Goals MDGs • Eradicate extreme poverty and hunger • Achieve universal primary education- Objective 2 • Promote gender equality and empower women- Objective 3 • Reduce child mortality, and other health goals • Expand and improve comprehensive early childhood care and education • Universal primary education by 2015 • Learning and life skills programmes for youth and adults • 50% increase in adult literacy rates by 2015 • Gender parity by 2005 and gender equality by 2015 • Improving quality of education

  4. Why international statistics to monitor EFA goals? Comparative data: • allows countries to learn from one another and to benchmark • provides the global picture • is used for international accountability • offers external view on your system

  5. Structure of International Standard Classification on Education (ISCED), 1997 The 7LEVELS of education are: • ISCED 0 = Pre-primary • ISCED 1 = Primary • ISCED 2 = Lower secondary • ISCED 3 = Upper secondary • ISCED 4 = Post-secondary non-tertiary • ISCED 5 = First stage of tertiary education • (not leading directly to an advanced research qualification) • ISCED 6 = Second stage of tertiary education • (leading to an advanced research qualification)

  6. ISCED 0: UIS data collection • Boundary between education and child care • UIS collects data on the Education part of Early Childhood Care and Education • School- or Centre-based • Not households or family settings • Age range • Typically 3-6 years old • Cannot be ISCED 0 if serving children aged two years or less

  7. Adopted new ISCED 2011 guidelines • ISCED 0: will be in two categories: • Early childhood educational development (for children 0-2 years)- New provision • Pre-primary education (targeted at children aged 3 and above) - equivalent to ISCED 0 in ISCED 1997.

  8. EFA Goal 1: Early childhood care and education (ECCE)- Global Indicators • Gross/Net Enrolment Rate • Enrolment by age, providers, sex • % of New Entrance in Grade 1 with ECD experience • New Entrance by age, sex • Public Finance related indicators • % of GDP/GNP • % of total education expenditure • % of expenditure per pupil as a percentage of GDP per capita

  9. Primary vehicles of dissemination World Bank World Development Indicators UNICEF State of the World’s Children UNESCO EFA Global Monitoring Report UNDP Human Development Report UIS GED Global Education Digest

  10. Analytical framework- to ensure equity and quality Output Process Outcomes Input What goes into the system What happens in the system What immediate results achieved What products are made in the system CONTEXT

  11. Entrance age of ECCE and compulsory education Source: UIS database and ISCED mapping of individual country

  12. Share of regions in ECCE enrolment, 2010

  13. Progress in ECCE • Increased pre-primary education enrolment • In 2010, 163 million children were enrolled in pre-primary education programmes, an increase of 46% since 1999, EFA baseline • Two regions have noted more than 100% increase in enrolment since 1999- South and West Asia and Sub Saharan Africa. • The largest increase is found in South and West Asia, with 125% increment. The enrolment has reached 48 million. Source: UIS datacenter accessed in August, 2012

  14. ECCE enrolment trends by region and year (in%) Source: UIS datacenter accessed in August, 2012

  15. ECCE Enrolment trends by South and West Asian countries and year (in %) Source: UIS datacenter accessed in August, 2012

  16. ECCE Gross Enrolment Rate (GER) by region and year Source: UIS datacenter accessed in August, 2012

  17. ECCE Gross Enrolment Rate by SA and WA countries and year Source: UISdatabaseandNationalEstimateforNepal for 2010, Pakistan2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing

  18. Gender Parity Index (GPI) in ECCE GER Source: UISdatabaseandNationalEstimateforNepal for 2010, Pakistan2005 and Afghanistan 2000 data for both points, Sri Lanka data is missing

  19. Providers :Public-Private mix Source: UNESCO GMR, 2007

  20. Educational expenditure in pre-primary as % of total educational expenditure, 2009 (=>10%) (Alphabetical order) Source: UIS datacenter accessed in August, 2012

  21. Educational expenditure in pre-primary as % of total educational expenditure Source: UIS datacenter accessed in August, 2012

  22. ECCE expenditure as % of total education expenditure, comparison of 1999-2009 by regions (country) 33 19 Source: UIS datacenter accessed in August, 2012

  23. Percentage of Aid to Primary Education: ECCE- A lowpriority for DevelopmentPartners Source: UNESCO GMR, 2007

  24. Issues and Challenges of monitoring EFA Goal 1 • Low coverage of data including expenditure • Not in structure of education, implementing as additional programme – difficult to account expenditure • No physical facilities data at international level • Gray line between ECCE and ECCD- Ministry is responsible for ECCE and ECCD, difficult to account only one part • Uncoordinated interventions/monitoring at the national level • NGOs and private sector are playing substantial role and not accounted financial contributions • Difficult to map in ISCED – education oriented and other than (health and protection) education oriented

  25. Way forward on ECD Monitoring • Identifyingcommon learning goals for ECD, primary and secondary on Competency for Early Childhood with Brookings (Central for Universal Education) • Developing Holistic Early Childhood Development Index including education, health, nutrition and protection of children from zero to eight years of age • LaunchingRegional module for effective monitoring at regional level from 2014 • Enhancing capacity on data collection, compiling and analysis for effective monitoring

  26. UNESCO Institute for Statistics www.uis.unesco.org Data Center for updated international data • Available online, • 3 updates per year • May • October • December

  27. Thank You! Shailendra Sigdel s.sigdel@unesco.org

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